
Professional Learning and Leading Collaborative
The Professional Learning and Leading Collaborative promotes pedagogical shifts that engage educators at all levels, providing research based, job-embedded models and approaches for strategic planning and professional development with the belief that students deserve access to equitable personalized learning experiences. The members of our dedicated team are educational leaders who have extensive experience in strategic planning, leadership support and development, data-driven decision-making, and professional development planning and design that is customized and responsive to the needs of today’s schools.
Upcoming Events
Events Series
Updates
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Catalyst Grant Symposium Highlights Research Impacts on Students, Educators
Six research teams presented their work Oct. 1 during the virtual 2020 Catalyst Grant Research Symposium hosted by the Friday Institute for Educational Innovation in collaboration with the NC State College of Education.
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Four Key Elements for Designing Remote Professional Learning
Create interactive and engaging remote professional learning with these four keys to designing remote professional learning.
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EdNC: Perspective | The Perfectly Imperfect Journey
Dr. Patricia Hilliard illustrates the journey toward being an anti-racist, anti-sexist, anti-ableist and anti-homophobic educator.
Selected Resources
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Access to Opportunities: A Student-Centered ApproachCase StudyHow four schools in Beaufort County, North Carolina, are providing equitable learning opportunities for all students.
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Building Capacity and Expertise in Rural AreasReportThe 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.
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Effective Coaching: Insights From the FieldCase StudyInsight from four instructional coaches who participated in opportunities through the North Carolina Digital Learning Initiative.
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Engaging Your Latino Families During This Time of CrisisWhite PaperMethods, suggestions and ideas to better reach and engage your Latin families during the COVID-19 crisis
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Improving Professional Learning Opportunities in Rural SchoolsFI Education BriefDue 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.
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Instructional Design Principles for Remote Teaching and LearningWhite PaperThe Instructional Principles for Remote Teaching & Learning provide guidance to schools and districts during the COVID-19 crisis.
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Middle School Girls and STEM: Using digital tools to close the gender gapFI Education BriefAlthough 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.
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“A Constant Conversation” The Implementation and Impact of the Learning Differences Program at Manning Elementary School in Roanoke Rapids, North CarolinaCase StudyThis 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.
Selected Projects
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Educator Learning OpportunitiesProfessional development that is timely, relevant, and models expectations is essential to any school or district initiative.
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Implementation of the Learning Differences ProgramDuring the 2019-20 academic year, the Friday Institute established a modified research-practice partnership with Manning Elementary School (Roanoke Rapids, NC) and Centennial Campus Magnet Middle School (Raleigh, NC).
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Instructional DesignThe PLLC team has extensive knowledge and experience in instructional design and application of adult learning theory.
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Leadership DevelopmentJob-embedded professional development for administrators that enables the planning and implementation of learning initiatives.
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Strategic PlanningCustomized and responsive coaching and strategic planning support for schools and districts implementing new programs.