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Best Practices in Walk-Throughs, an Instructional Supervision Technique, and the Impact on Student AchievementAuthor(s): E-BEST HWDSB (2009)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on best practices for walk-throughs as an instructional supervision strategy to increase student acheivement. You can also view this, and other BLAMs, at the HWDSB website: http://www.hwdsb.on.ca/e-best/?page_id=205

"Overall, the literature summarized in this BLAM, shows that walk-throughs can have a positive impact on student achievement
providing that they are transparent, non-evaluative, focused on an
improvement area and conducted frequently (at least once per
week). Walk-throughs should facilitate open dialogue between
teachers and principals..."

This document has been viewed 1,230 times.
Features of Professional Development associated with positive educator and student outcomesAuthor(s): Dunst, C. J., Bruder, M. B. and Hamby, D. W. (2015)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board: http://www.hwdsb.on.ca/e-best/

Professional development activities are vital to enhance skills
and prepare educators for the demands of their profession. The purpose of this metasynthesis was to discover and define which features of professional development in‐services produce
positive educator and student outcomes.

This document has been viewed 247 times.
Hybrid teacher leaders and the studio classroomAuthor(s): Jason Margolis; Anne Doring (2012).
This summary was created by the E-Best team at the Hamilton Wentworth District School Board. This and other research summaries can be found at http://www.hwdsb.on.ca/e-best/

The focus of this study is “hybrid teacher leaders” (HTLs) and the studio classroom. A HTL is a teacher whose responsibilies are twofold; teaching in the classroom and leading other teachers in some capacity. The study is designed to assist educational leaders in the implementation of organizational and social structures that allow teacher leaders to have a positive impact on other teachers. The study was conducted over a two year period.

This document has been viewed 96 times.
Peer coaching professional development for Math educatorsAuthor(s): Catherine Bruce; John Ross (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

This document has been viewed 1,018 times.
Perspectives of New Administrators on the Ontario Principals Qualification CoursesAuthor(s): Luu K.N. (2010)
Teachers who wish to move into the role of administration in Ontario’s public school system must first complete Principals’ Qualification Courses (PQP). This study investigated the perceptions of newly appointed school administrators in Ontario regarding their experience with the PQP. More specifically, the author wished to explore the extent to which the current structure of PQP training in Ontario prepared new administrators for the realities of school leadership.

This document has been viewed 846 times.
Professional Development and Technology Use in the ClassroomAuthor(s): Suzanne Riverin
The investigation determined how an online community of practice can be developed to support the exchange of professional knowledge through involvement in The Education Network of Ontario/Réseau éducatif de l’Ontario and the effect this involvement had on classroom practice.

This document has been viewed 1,073 times.
Special Education Programming: Principal’s Report on Their Leadership Role(s) in Special Education Programming and Their Professional Development NeedsAuthor(s): Zaretsky, L., Moreau, L., and Faircloth, S. (2008)
This study examined principal’s perceptions of what it means to provide leadership in special education: how they believe they demonstrate this leadership in their schools, how well they believe they are prepared to engage in these roles, and their perceived professional development needs in this area.

This document has been viewed 870 times.
Teacher Leadership: What do we Know so Far?Author(s): Lieberman, A. (2013)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This document has been viewed 628 times.
Teachers Identify Their Coping Strategies for the Perceived Stresses of Inclusive ClassroomsAuthor(s): Darlene Brackenreed (2011)
Adjusting to the demands of inclusive classrooms can be a stressful experience for Ontario teachers (Leithwood, 2006). This study investigated the coping strategies used by teachers in Ontario to manage this stress.

This document has been viewed 958 times.
Teaching Mathematics For Social JusticeAuthor(s): Esmonde, I., & Caswell, B. (2010)
This study reports on a set of collaborative inquiry projects aimed at exploring teaching mathematics for social justice in one urban elementary school in Toronto.

This document has been viewed 899 times.
Using Data to Improve Student AchievementAuthor(s): Christina van Barneveld
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"As lifelong learners, teachers recognize that their professional practice continues
to evolve as they reflect and act on new information.1 If teachers have information
that helps them confidently identify the root of educational challenges
and track progress, they can more readily develop action plans that will have a
positive impact on their students. All teachers share a common goal: to see every
student succeed. So, what are some effective ways to work with information to
improve student achievement?"

This document has been viewed 1,501 times.