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The article discusses several obvious principles of effective professional development for educators. They include adopting the best evidence that have an immediate impact on student learning and rejecting unproven trends, focusing on the best evidence-based initiatives, and making follow-up observation and feedback to monitor the impact of training.

The article examines the problem associated with the proliferation of various science-based programs and approaches to reading instruction. Topics discussed include several examples of polarizing marketing pitches, general principles for effective reading instruction that elicit little disagreement, and the factors that comprise a scientific approach to teaching reading.

The article presents important lessons that can be derived from classroom instruction during the Covid-19 pandemic. They include the leadership demonstrated by educators in finding ways to engage their students to deal with new instructional issues, the outstanding performance of independent learners and empowered teachers, and the minimal impact of the pandemic on reading and math.

The article discusses how can teachers pace their lessons to optimize the learning of their students. Also cited are the correlation between effective pacing of lessons and student engagement, as well as the academic learning time variables needed to improve teaching and learning, including engaged time, instructional time, and allocated time.

The article offers tips to teachers to improve their teaching strategies and avoid wasting learning time of students. Also cited are the three things teachers should do to maximize their teaching time, namely, starting on time, consuming the time allocated for instruction, and using a set of instructional practices that are familiar with the students, as well as other strategies like roundtable discussions, reciprocal teaching, and text rendering.

In the article, the author offers tips to aspiring school leaders on how to successfully pursue a degree in educational leadership by citing her own experiences. She discusses her experiences in teaching her high school students, managing her four children, and pursuing a graduate degree in educational leadership, management, and policy at Seton Hall University. Also mentioned are her tips in time management like using technology to assign student work and learning lessons while commuting.

The article discusses the need to change schools' instruction and culture through the master schedule to improve academic achievement of students in the U.S. Also cited are the consideration of the students' needs and right to learn in the development of master schedules, the 2002 report by Linda Darling-Hammonds that listed the features of good schools like authentic curriculum, adoptive pedagogy, and highly skilled teachers.

The article discusses the adverse effects of classroom interruptions to student learning. Also cited are common distractions like students arriving to class late, intercom announcements, and calls to classroom phones, the number of instructional time lost by students due to class interruptions, and some proposals to reduce interruptions like limiting classroom visits and calls to classroom phones.

The article examines the advantages that modeling effective teaching can bring to school administrators and educational leaders in order to foster professional development (PD) and assist teachers in becoming better at their craft.

The article discusses how quality teaching can help overcome the adverse effects of poverty on students and instructional decisions to improve educational practice. Topics include Collaboration makes it possible for students to benefit from expertise, experience, and diverse perspectives within the teaching team; and schools serve students living with economic instability, teachers' collaborative instructional planning time is often hijacked by urgent problems related to students' basic needs.

The article discusses how delving into their own questions can help teachers take ownership of their practice. Topics discussed include importance of effective teaching to engage students and facilitate the development of their skills; importance of engagement in professional learning for educational leadership; and importance of teachers to meaningfully engage with their own learning.

The article discusses how delving into professional development (PD) partnership between two school faculties improved communication, idea sharing, and teaching practices. Topics discussed include importance of effective teaching to engage students and facilitate the development of their skills; importance of engagement in professional learning for educational leadership; and importance of teachers to meaningfully engage with their own learning.

The article discusses how rural teachers deals with professional isolation and are forming cross-country networks of job-alike peers in order to professional development. Topics discussed include importance of effective teaching to engage students and facilitate the development of their cognitive skills; importance of engagement in professional learning for educational leadership; and NorthwestRural Innovation and Student Engagement (NW RISE) network.

The article suggests cultivating teacher-led video reflection for professional growth and development (PD). Topics discussed include importance of effective teaching to engage students and facilitate the development of their cognitive and noncognitive skills; importance of engagement in professional learning for educational leadership; and importance of building a culture that leverages video use is to introduce it for a variety of purposes with professional development.

The article presents an interview with several educators in the U.S. including Amy Fast, Larry Ferlazzo, and Baruti Kafele is presented exploring information on developing online professional learning networks for professional development of teaches. Topics discussed include importance of teachers' involvement with social media platforms like Twitter; and role of engagement in professional learning for educational leadership.

The article discusses teacher data-inquiry teams need the right kinds of support for improving teachers' learning and their professional development. Topics discussed include importance of effective teaching to engage students and facilitate the development of their skills; importance of engagement in professional learning for educational leadership; role of teacher-led collaborative inquiry cycles in which small groups of teachers study a problem of practice.

The article discusses schools must build in a range of formats and prioritize engagement and choice among teachers for their professional development (PD). Topics discussed include importance of effective teaching to engage students and facilitate the development of their cognitive and noncognitive skills; importance of engagement in professional learning for educational leadership; and use of flexible formats that keep school-level sessions fresh and focused.

The article discusses how different countries embedding teacher-led professional learning in their systems for teachers' professional development. Topics discussed include importance of effective teaching to engage students and facilitate the development of their cognitive and noncognitive skills; challenges and roles related to personalized learning; and negative aspects of falling into a zero-learning zone.

The article explores how educators frequently turn away from opportunities to learn that impacts their professional development. Topics discussed include increased amount of differentiation and personalization in K–12 classrooms; challenges and roles related to personalized learning; and negative aspects of falling into a zero-learning zone.

The article highlights aspects of personalized learning for teachers that could introduce to professional development (PD) offerings. Topics discussed include increased amount of differentiation and personalization in K–12 classrooms; challenges related to personalized learning; and role of personalized learning in incorporating teachers' voice, social construction, and self-discovery.

The article explore few ways to relate literacy and social-emotional learning (SEL) in the elementary grades. Topics discussed importance of SEL for teachers help their students; efforts of schools to develop social-emotional qualities like empathy in students; and use of stories and biographies where fictional characters and real people solve many of the same problems students face themselves.

The article recognizes the importance of social-emotional learning (SEL) for teachers to bring in mindfulness. Topics discussed include importance of learning methods related to SEL for teachers to help their students; efforts of schools to develop social-emotional qualities like empathy in students; and challenges associated with social and emotional learning in students.

The article discusses effectiveness in writing instruction in relation to student creativity. Topics include the personalization of student writing assignments, problems with assigning only essay writing to students, and social aspects of writing in relation to group work and the need for students to have an audience for their writing.

The article discusses three questions on measuring learning including what matters in a contemporary education?, how assess the things that matter?, and how might assessments serve learning? According to the author, four key types of educational goals such as knowledge, basic skills, conceptual understanding, and long-term transfer goals are essential for successful education; assessment should align with educational goals, and should serve to effective learning.

The article discusses the purpose, form, and content of pre-assessments that helps teachers to plan effective instruction and to improve learning for all students. Additional topics discussed include personalized learning and differentiated instruction, definition of the term pre-assessment, measures of learning, and three forms of pre-assessments such as prerequisite, present, and preview.

The article discusses the ways school leaders can foster family relations. Topics include the shared responsibility of everyone in the school community to create a safe and orderly school environment; the families' perceptions of teaching quality at their children's schools; and providing students meaningful educational choices.

The article describes the author’s experience working with a 4th grade class on a three-act task called The Money Roll. According to the author, in math classrooms, students are taught to follow and memorize procedures to arrive at the correct solution to problems. The author suggests a way to move beyond answer-getting to true problem solving, which shows how the technique builds student engagement, critical thinking, and develops problem-solving skills.

The article discusses the author's views about the impact that leadership coaching can have on school principals, and it mentions professional development and the need for district leaders to create comprehensive descriptions of their coaching programs which include information about training and specific goals for effective teaching. Mentors for principals are examined, along with emotions, African American principals, and a principal's ability to set his or her own leadership goals.

The article reports that Poverty is an educational issue that affects more than 15 percent of children in the U.S., with low-income students suffering from Covid-19 pandemic disruptions. Topics include how poverty can disrupt attendance, impair concentration and physical health, and limit opportunities for students; and Education leaders and teachers can mitigate the effects of poverty by addressing discriminatory practices, channeling social supports, and boosting instructional quality.

The article narrates how the Montgomery County School District, a rural school district in North Carolina, is working to increase digital access. Topics discussed include the district's project called A Culture Creating Effective Systems for Success (ACCESS), whose components include providing high-quality teaching and learning resources, creating ACCESS Ambassadors and supporting instructional redesign. Also mentioned is putting mobile hot spots on school buses and throughout the community.

The article recognizes the importance of infusing social and emotional learning (SEL) into schools. Topics discussed include role of well treatment of students by their teachers in learning; efforts of schools to develop social-emotional qualities in students to coping with stress in schools; and challenges associated with social and emotional learning in students.

The article offers insights on determining cognitive barriers to student learning and effective teaching. Topics discussed include the need for teachers to align teaching efforts with cognitive barriers, benefit of talking with the student instead of attributing his or her behavior to disengagement, and key qualities of effective teachers such as the ability to determine the strength of each child that can contribute to the learning community and teaching to remove barriers to learning.

The article highlights the impact of mindset shifts on the instructional effectiveness of educators at Lilla G. Frederick Pilot Middle School in Boston, Massachusetts. Topics discussed include the effect of the community agreements among the classes of English teacher Tobi E. Afolayan on building classroom community, benefit of a mindset shift about collaboration among Frederick teachers, and efforts of teacher Nyree Smith to change the attitude of students about feedback.

The article looks at the roles and impact of an instructional coach in schools. Topics discussed include the aim of instructional coaching to aid teachers to improve their quality of teaching, principles employed by instructional coaches to help a colleague such as acting like partners and setting a goal to give direction to coaching, and the potential of instructional coaching to foster learning among teachers that will benefit student learning.

The article looks at the habits and techniques used by "affective" teachers account for the emotional elements of teaching and learning. According to the author, such teachers take satisfaction in the success of others, explore the ethics of teaching, and maintain a passion and playfulness for education.

The article offers advice to teachers on how to develop essential questions, or those that encourage meaningful inquiries, discussions, and reflections in students. Noted characteristics of essential questions include stimulating ongoing thinking, leading to further questions, and demanding evidence and reasoning.

The article examines the importance of communication and conversations in the improvement of teaching. Topics discussed include the use of the Framework for Teaching teaching standards to improve communication, the importance of teachers having a common language to describe effective teaching, and the use of conversations between teachers to improve student engagement.

The article deals with the importance of identifying instructional errors when teaching sensitive topics such as race relations in classrooms. Topics discussed include the difference between strategic and tactical errors, tactical solutions to tactical errors in sensitive equity conversations, and the effectiveness of role-play as an lesson-design element to help students understand outside perspectives.

The article discusses several phases of effective implementation of effective practices that could support better outcomes for all learners. They include the identification of the right problem by teachers, leaders and others invested in student success, the creation of a shared vision which includes setting goals, and attending to personal transition early.

The article presents issue themes for 2021-2022 based on surveys of Association for Supervision and Curriculum Development (ASCD) community members. They include innovative lesson planning for the digital-only issue that can boost student engagement and learning retention, educator efficacy cultivation, and student engagement and motivation.

The article discusses strategies for teachers to effectively manage the education of children with autism. The author relates the psychological thought patterns of autism to convey the learning style of autistic students. Also mentioned are the ways in which autism impacts written and oral communication and social interaction. Topics include the importance of clear teacher-student communication and the avoidance of nonverbal cues, the incorporation of sensory activities in the classroom, as well as the fear and anxiety people with autism experience.

The article discusses school discipline, focusing on the understanding of school discipline among teachers on the one hand and school administrators on the other hand, and outlining what the author believes are five misconceptions that impede a mutual understanding of this issue. The author looks at the role of teachers' instruction and its ability to engage students for effective classroom management, teachers' ability to maintain positive teacher-student relationships after moments of discipline, and the school leader's role in providing support for disciplinary action. Also discussed is the impact of school codes of conduct on school discipline.

The article offers strategies for teachers in early elementary education to effectively manage disruptive student behavior in the classroom. The author looks at ways for teachers to develop positive relationships with their students, strategies to foster a sense of belonging in the classroom, as well as the impact of an organized classroom environment on self-regulation in students. Topics include the student participation in the classroom behavior guidelines, the social interactions of elementary school students, and the classroom dynamics of group work in social activities.

The article discusses strategies for teachers to effectively manage disruptive students in the classroom, focusing on how to control behavior of students who are oppositional, withdrawn, or anxious. The authors look at the ways in which teacher-student communication and relationships can either reinforce or correct unwanted disruptive behavior in students. Topics include classroom management and instructional strategies aimed at producing a positive class environment, the teaching of self-regulation to students, as well as the authors' FAIR plan which stands for understanding the function of disruptive behavior, ways to accommodate it, and interactive strategies to control it with proper responses.

The article offers suggestions for educational leaders in the U.S. to improve teacher evaluation methods by establishing a system of adult learning. The author reports that teachers should be encouraged to provide input and feedback on the design of performance evaluation systems. District leaders can work with principals on teacher observation and consultation skills, according to the author, allowing administrators to provide effective and helpful feedback to teachers. The article also discusses the importance of prioritizing instructional improvement in school districts.

The article describes how to mentor first year teachers by tailoring training to fit each new teacher's needs. For example, the article says that some teachers many need more help learning how to teach younger students while others need more content specific mentoring. The article claims that preservice education for teachers is not sufficient to prepare them for the classroom, and so they must engage in professional development and in-service training throughout their early careers. The article recommends that mentors be chosen based on ability, offer emotional and psychological support to teachers, and be allowed to schedule enough time for mentoring. The article says that effective teacher induction depends on supportive administrations and communication.

The article discusses elements of instruction for children about reading and writing in the classroom. The authors report that every child should have access to books and be choosing something that they have an interest in reading, which promotes reading motivation. They also address the need for students to read accurately and at the appropriate age level, improving reading ability and acceleration. Other important things for teachers to focus on are making sure children understand what they read, having them write about something personal of their choosing that they find interesting, and allowing them to socialize with other students about reading and writing. The authors argue that time and money should be more focused on reading and writing instead of on workbooks and test preparation.

The article discusses the benefits of emphasizing the commonalities of students over categorizing them into groups based on learning differences in order to assist their learning. Topics include common cognitive characteristics that affect learning, and the ways in which all instruction should focus on factual knowledge and practice, according to the authors. Also discussed are the various effective teaching methods that accommodate differences in students' learning styles, such as the management of time distribution for lessons and the ability to cycle through both abstract and concrete knowledge to reinforce learning.

The article describes teacher attitudes toward the parents of their students. The author describes his experiences as a teacher working with parents and the importance of teachers establishing cooperative relationships based on listening and shared decision-making. The author argues that effective teacher-parent relationships can lead to better attendance, motivated students, and higher academic achievement. The author also makes the distinction between family involvement and family engagement, the latter distinguished by listening to parents and enlisting them as partners in the educational process during conferences and home visits.

The article discusses the importance of using learning targets in education. The author suggests that learning targets help students understand what they are meant to be learning during a lesson. The impact of learning targets on helping students achieve educational goals and meet instructional objectives is addressed. Several real-life classroom examples are presented in which learning targets for lessons in subjects such as mathematics and social studies are explained to students, who then become more engaged in lessons and take a more strategic approach to lessons and classwork.