Instructional
Coaching: The Kansas Coaching Project
Drawing from lessons learned during nine years of research
on coaching, KU-CRL offers Instructional Coaching Institutes
to explore issues and ideas related to this popular and effective
form of professional development.
Mathematics Coaching/Specialist Resources (MCR) - University
of Louisville (Louisville, KY)
The purpose of the Mathematics Coaching/Specialist Resources
web page is to provide coaching and mathematics resources along
with opportunities for networking for those engaged in instructional
coaching in mathematics.
Mathematics
Leadership Program - Education Development Center, Inc. (Newton,
MA)
The Mathematics Leadership Program (MLP) provides coordinated
professional development experiences for educational leaders
with various roles and responsibilities. MLP workshops, retreats,
and institutes are designed for teams of teachers, teacher leaders,
math specialists, coaches, administrators, staff developers,
and teacher educators. Individual programs can be designed to
address the needs and interests of [schools/districts].
Mentoring
and Coaching Resources for Teacher Leadership - Education Development
Center, Inc. (Newton, MA)
This site provides resources for assisting or mentoring a colleague
who may be new to teaching, the school, the discipline, or to
a change in the practices or curriculum recently instituted
by the district, school, or department.
The Mentoring Leadership
and Resource Network (MLRN)
The Mentoring Leadership and Resource Network, better known
as MLRN, is a grass roots effort started by a few educators
and supported, in part as a network of the ASCD. Since 1991
MLRN has grown to become a international initiative. The goals
of the network are: (1) to provide an organizational vehicle
for a mentoring initiative, (2) to increase the knowledge base
and general awareness of best practices in the mentoring and
induction of new teachers by providing a variety of forums for
those involved in mentoring to share their experiences with
others, (3) to promote and provide effective training for new
teacher mentors, (4) to establish mentoring of new teachers
as the norm in schools, (5) to establish, through mentoring,
the norms of collegiality, collaboration and continuous professional
development in schools.