int(18) int(8) ESEA Video On Demand National ESEA Association
This video is available as a NAESPA membership benefit or for a limited time as a conference attendee.
Instruction
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61 : 01
Smart from the Start: Empowering Leaders to Support Novice Teacher Growth and Retention

ASCD’s July 2023 release of Smart from the Start: 100 Tools for Teaching with Confidence (Stronge, Straessle, & Xu, 2023), is designed to build quality new teacher practices and provides a framework for supporting the work of novice teachers. Through effective leadership, administrators play a pivotal role in identifying the areas where novice teachers need support, and Smart from the Start provides relevant and practical tools for providing tangible, immediate support. These tools can be a valuable resource for novice teachers directly, and indirectly via support from administrators and instructional coaches. This session highlights the research behind the Framework for Support and Success and spotlights relevant tools that will help teachers prepare for a successful start to their school year. This session is designed to provide relevant resources and tangible examples of support that administrators can utilize as they prepare for the important work of supporting novice teachers.

 

Meet the Author
Friday, February 9 from 1:15pm - 1:45pm Pacific
James Stronge will be greeting in-person attendees at the "Meet the Author" counter in the Portland Ballroom lobby on Level 2.

 

This talk was presented at:
2024 National ESEA Conference
February 2024 in Portland, OR
For more information:
strongeandassociates.com
Speakers
James Stronge

James H. Stronge, Ph.D., is President and CEO of Stronge and Associates Educational Consulting, LLC, an educational consulting company that focuses on teacher and leader effectiveness with projects internationally and in many U.S. states. He founded Stronge and Associates in 2011 and continues to be actively involved in the company’s work. Additionally, he is the Heritage Professor of Education, a distinguished professorship, in the School of Education at William & Mary, in Williamsburg, Virginia. His research interests include policy and practice related to teacher quality and effectiveness, teacher and administrator evaluation, and teacher selection. He has worked extensively with state departments of education, school districts, and national and international educational organizations to support teacher and leader effectiveness, including designing and implementing evaluation and hiring systems for teachers, administrators, and other educational personnel. He has made more than 350 presentations at regional, national, and international conferences, and conducted workshops for educational organizations extensively throughout the U.S. and internationally. Among his current research projects are: 1) international comparative studies of national award-winning teachers in the United States and China, and 2) influences of economic and societal trends on student academic performance in countries globally. His most recent books include What Makes a World-Class School and How We Can Get There (2017, ASCD), Qualities of Effective Teachers, 3rd Ed. (2018, ASCD), Qualities of Effective Principals, 2nd Ed. (2021, ASCD), and International Beliefs and Practices that Characterize Teacher Effectiveness (co-editor) (2021, IGI Global). He has authored, co-authored, or edited 34 books and more than 200 articles, chapters, and technical reports. He was a founding member of the board of directors for the Consortium for Research on Educational Assessment and Teacher Effectiveness, and was selected as the 2012 national recipient of the Millman Award from CREATE in recognition of his work in the field of teacher and administrator evaluation.

Dr. Ginny Tonneson

Dr. Virginia Tonneson, Ph.D., works with regional, state, and international agencies as well as individual school districts to design and implement teacher and leader effectiveness initiatives. Ginny has taught at the elementary through graduate levels, has been a higher education administrator, and has worked as a post-doctorate research associate. She has presented at national-, state-, and local-level conferences in the areas of leadership, mathematics, and gifted education, and her work has been published in both books and peer-reviewed journals. Ginny received her doctoral degree in Educational Policy, Planning, Leadership from The College of William and Mary.

Rachel Ball

Rachel Previs Ball, Ed.D., currently serves as a Senior Research Associate with fifteen years of K-12 experience in Virginia. She previously served as the first alumna director of a regional governor's school in Virginia for high-ability and gifted students in grades 10-12. She has also served as the principal of a primary school in a Virginia school district while also working on special projects for Stronge & Associates. Rachel has taught at the elementary through graduate levels. She received her undergraduate, master’s, and doctorate degrees from The College of William and Mary in Williamsburg, Virginia. Her dissertation addressed Virginia principals’ knowledge of classroom assessment and support of assessment for learning practices. She is a graduate of the School University Research Network’s Principal Academy, where she completed a two-year action research project that focused on providing formative observation feedback to teachers regarding student engagement. She has presented at various national, state, and local conferences, including the National Association of Elementary School Principals and Visible Learning.

Tags
evidence based practices
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