English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

External accountability pressures force school leaders to examine how they support effective teacher practice. Providing collaborative work time to evaluate student performance and plan for future teaching has been a common strategy to support teacher practice. We assess how teachers from two districts with differently-structured curricular policies talked about mathematics lesson planning. This analysis reveals three concrete steps that school leaders can take to support teachers in ways that encourage more substantive collaborative planning: provide guidance related to curricular materials and sequencing of topics; define expectations governing content of meetings; and specify how teachers should prepare for formal meetings.

Administrative and Organizational Support for Substantive Teacher Talk: Lessons from Early-Career Teachers in Two Midwestern Districts