Resources: Professional Learning and Leading Collaborative

The Friday Institute for Educational Innovation at NC State University’s College of Education conducted site visits at four schools (Ed Tech High School, Washington High School, P.S. Jones Middle School, and John Small Elementary School) in Beaufort County, North Carolina. Beaufort County Schools (BCS) is a rural school district located in the southeastern part of the state with 14 schools and 6,673 students. Our team interviewed teachers, students, and administrators in Beaufort to learn how BCS are providing equitable learning opportunities for all students.

With the transition to remote learning, we must be vigilant in addressing students who need additional supports in order to be successful. In this session,…

With the transition to remote learning, we must be vigilant in addressing students who need additional supports in order to be successful. In this session,…

In a moment in history where we are all isolated, it has never been more important for us to feel connected to our students and…

The Friday Institute for Educational Innovation (FI) is providing professional learning opportunities for district leaders, principals and teachers in rural districts, recognizing that rural educators need professional learning opportunities that may differ from their suburban and urban counterparts.The FI’s work in Wyoming and Tennessee highlights how the creation of a professional learning cohort, professional learning networks (PLNs) and coaching can help rural schools and districts support principals and teachers to positively impact teaching and learning.

Craven County Schools to address challenges around differentiating instruction to improve learning for students with disabilities.

What does differentiation look like in a remote learning setting? We will share concrete, realistic, and customizable examples to support your curriculum and instruction. Watch…

The ability to reach all our students during this time is crucial. Together we will reflect on tips and strategies to not only make your…

Across the state of North Carolina, there are educators whose role goes beyond improving learning experiences for K-12 students, including the teachers of those students. Some educators have titles like Instructional Technology Facilitator or Library Media Coordinator. Some educators have a full slate of classes they teach, using their planning periods to work with their peers and colleagues, while some educators devote their full day to working with teachers, and yet others are somewhere in between. From August to June, their presence is seen and felt on the campuses they serve. These teachers are instructional coaches and they are one of the greatest influencers of change within their respective districts.

This case study details the implementation and impact of the Learning Differences program at Manning Elementary School (MES) in Roanoke Rapids, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at MES and how data were collected. Section three draws on qualitative and quantitative data to illustrate the program’s impact on MES teachers and students. Section four discusses the seven key lessons learned from the implementation process. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.