Professional Learning and Leading Collaborative

How four schools in Beaufort County, North Carolina, are providing equitable learning opportunities for all students.

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.

Insight from four instructional coaches who participated in opportunities through the North Carolina Digital Learning Initiative.

Methods, suggestions and ideas to better reach and engage your Latin families during the COVID-19 crisis

Due to high rates of poverty, low levels of educational attainment and unemployment, many rural school districts face significantly different challenges in educating students than their suburban and urban counterparts. The Professional Learning and Leading Collaborative at the Friday Institute has worked with and across rural communities to address the needs of schools and districts. In this brief, the authors share practical suggestions for improving professional learning opportunities at a school.

The Instructional Principles for Remote Teaching & Learning provide guidance to schools and districts during the COVID-19 crisis.

Although female and male students perform equally well on standardized math and science tests, the middle school years prove to be a pivotal time when girls lose confidence and interest in science, technology, engineering and math (STEM). Nevertheless, these challenges present middle schools with an opportunity to intentionally change the tide and promote STEM to middle school girls in newfound ways.

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.