Megan WebsterSoka University · Faculty of Education
Megan Webster
BAH, BEd, MA, PhD
About
6
Publications
10,000
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65
Citations
Introduction
Megan Webster, Ph.D., is a teacher, teacher educator, and professional development (PD) consultant who specializes in the improvement of teaching at scale. Her research focuses on developing expertise in facilitating PD for teachers. Megan has previously held roles as a curriculum writer and consultant at the Ministry of Education of Quebec, a teacher educator, and high school teacher. She was awarded the Prime Minister’s Teaching Award in 2009.
Additional affiliations
September 2016 - present
January 2015 - present
September 2011 - September 2014
Position
- Research Assistant
Description
- We examine the school and district settings in which teachers work in order to enhance the impact of professional development on classroom instruction and student achievement.
Education
September 2011 - September 2015
September 2005 - September 2007
September 2001 - September 2002
Publications
Publications (6)
A key aspect of supporting teachers’ learning on a large scale concerns mathematics leaders’ practices in designing for and leading high-quality professional development. We report on a retrospective analysis of an initial design experiment aimed at supporting the learning of three math leaders who were charged with supporting the learning of middl...
Available at: http://www.cea-ace.ca/education-canada/article/good-great
Educational leaders face an immense challenge: they must support huge numbers of teachers – with widely varying degrees of skill – to such an extent that student achievement improves across the system. This article proposes key moves educational leaders can make in order to im...
Student success on tougher assessments from the Common Core and rigorous mathematics standards requires school leaders to have a firm grasp of those standards of the instruction needed to prepare students.
Available at: http://www.kappancommoncore.org/schooling-leaders-on-the-common-core/
The authors explore the assumption that intelligence is static through a case study of one student with special needs, demonstrating how a growth-oriented paradigm supports students. With a growth mindset, teachers can build the necessary confidence for students to risk learning through scaffolding the emotional, social, and cognitive components of...
