Director's Webinar

Project Director Interview Series: Brandi Gerry, South Dakota
My Child and their IEP Meeting: Family Engagement in Special Education: Alison Gauld, Tennessee

During our September Directors’ Webinar, Laura Brown joined us in the interview seat for an installment of “What I’ve Learned so Far.”  She shared how she has set the stage for sustainability. She also got in-depth about training coaches for success.

Luiz Pereira, New Jersey’s Project Director, shared what he has learned about sustainability, communication, and improving fidelity in an installment of “What I’ve Learned so Far”.
 

Vicki Griffo, from the California SPDG, will share her experience improving fidelity, developing communications, and working toward sustainability in her “What I’ve Learned so Far” interview.

In the December “What I’ve Learned so Far” interview, North Carolina’s Project Director, Melissa Towery, shared how they’ve built a strong partnership with 7 universities. She focused on the continued need to develop readiness and how they’ve built capacity with an eye on sustainability.

In this edition of What I’ve Learned So Far, Kim St. Martin, Project Director of the Michigan SPDG, shares:

1. Why it’s been important for them to get into the classroom.
2. How they coach their State-level team.
3. How they’re supporting program evaluation.

We are ending the Interviews and Innovation series and kicking off the Coaching and Communication series. Over the last months we’ve heard “What I’ve Learned so Far” from California, Georgia, Michigan, Minnesota, New Jersey, North Carolina, and South Dakota Project Directors and Coordinators.

Coaching and Communication continues! On Thursday, April 6th from 3-4:30 ET, we heard from your colleagues and external experts. Here are some highlights:

Coaching: Diana Mosha from Partnership for Los Angeles has supported regional, district, and building level coaching. She will share:

In many school systems, instructional coaching is the primary professional development model for improving the quality of teachers’ instructional practice and, in turn, students’ classroom experiences. To ensure that coaching works as intended, at scale, and across settings, education leaders are generally interested in learning about: (i) Who is an effective coach? (ii) What do effective coaches do that is most impactful for supporting teachers?