Browsing by Subject "Peer coaching"
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Item An Examination of how participation in a cohort-based leadership development program for high-potential employees contributes to the development of leaders at a Major Professional services firm in the United States(2014-12) Bialek, Tani K. KeenlyneThis case study examined the leadership development experience of employees who participated in a high-potential leadership development program within a major professional services firm in the Midwest United States. Leadership development is a top priority for many organizations and a critical driver of success. Effective leadership is also recognized as a source of sustainable competitive advantage and greater market value. Despite these compelling factors, the need for developing leaders has been listed among organizations' top concerns for more than a decade. These factors create challenges in developing the talent needed for organizations to remain competitive. As these challenges converge they intensify the need for well-planned, consistent, and rigorous development of high-potential talent. These needs support the call for a greater understanding of how participation in a cohort-based leadership development program contributes to high-potentials' development as leaders.Item Linking Authentic Instruction to Students' Achievement Using Peer Coaching(Canter for Applied Research and Educational Improvement, 2001-07) Avery, Patricia G.; Freeman, Carol; Gustafson, Kathy; Hardy, Rayce; Bargainer, George; Jones, AmyIn January 2001 the Minneapolis Public School District received a grant from the Minnesota Department of Children, Families and Learning to implement a professional development model. The project, entitled Linking Authentic Instruction to Students’ Achievement Using Peer Coaching, was designed to “enhance teachers’ understanding and skills as they relate to authentic instruction and student achievement” (Carmichael- Tanaka, 2000, p. 1). Four full-day professional development seminars were conducted between February 15, 2001 and June 15, 2001. This report looks at the program's impacts on instruction, assessment, and student performance.