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Support instructional improvement at the host site (school or district) by sharing what the network learns and by building skills at the local level." [18] Some additional forms of teacher or instructional leadership may include: problem-solving teams, peer mentoring, and coaching, which support of the work of the administration without ...
Instructional leadership is generally defined as the management of curriculum and instruction by a school principal.This term appeared as a result of research associated with the effective school movement of the 1980s, which revealed that the key to running successful schools lies in the principals' role.
Overall, instructional coaching is meant to serve as professional development for the teacher. [71] A coach's main responsibility is to change a teacher's practice and build their knowledge on "new instructional materials, programs, and initiatives". [74]
A diction coach or diction instructor is a professional specialized in teaching proper pronunciation and articulation of spoken language and sung lyrics. They focus on voice modulation, accent reduction, clarity, and effective verbal expression.
A paraprofessional educator, alternatively known as a paraeducator, para, instructional assistant, educational assistant, teacher's aide or classroom assistant, is a teaching-related position within a school generally responsible for specialized or concentrated assistance for students in elementary and secondary schools.
Breaking down who will be working under Lincoln Riley in his first year as USC football coach.
The individual or team receiving the coaching may be referred to as the coachee(s) (Flaherty, 2010). [5] The higher value for a CLO, relative to coaching, is to create a culture of coaching. All managers should become proficient coaches, and data on personal performance and contribution should be available to them.
McClatchy’s South Carolina opinion team interviewed all but one of the nine candidates seeking four at-large seats in the Lexington 1 school board election on Nov. 5.