This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Recently, on my podcast Unpacking the Backpack , I discussed the pitfalls of professionaldevelopment (PD) after revisiting a blog post I wrote in 2021. Only then can we move beyond the professionaldevelopment paradox and create a culture of continuous growth that benefits everyone in the educational community.
A 2017 article by Edutopia states that students do not retain memorized facts and dates very well but they do remember first-person accounts that emotionally connect them to the subject.
A researcher at the University of Southern California, she has been working on AI-based professionaldevelopment for math teachers for several years. AI-based professionaldevelopment is gaining traction at a time when a record number of teachers are feeling burned out, underpaid and demoralized about their profession.
About 8 percent of teachers leave the profession annually, and only half of those leaving retire, according to a 2017 report by the Learning Policy Institute, an education think tank. The biggest reason non-retiring teachers leave the classroom, the report noted, is dissatisfaction at work (55 percent).
“I called and got the information and a few weeks later I was back in the classroom.”. Thompson, 70, is among a small cadre of retired educators who returned to Jackson classrooms for the 2017-18 school year to teach science, math and English, the courses for which the school district has the direst need.
In 2017, he graduated from the Louisiana School for Agricultural Sciences, a charter school with one of the highest graduation rates in the parish. In Avoyelles in 2017-18, in addition to the high turnover rates, about 20 percent of the instructors either weren’t certified in the subject they were teaching or weren’t certified at all.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content