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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.
Inconvenient truths about teacher learning: towards professionaldevelopment 3.0. Teacher vision: expert and novice teachers’ perceptions of problematic classroommanagement scenes. References Coe, R. Why aren’t we doing instructional coaching even though everyone else seems to be? Evidence Based Education blog.
The push vs. pull of professionaldevelopment. But you’ve likely attended professionaldevelopment sessions that felt like a slog. In this ASCD article, professional learning expert Jim Knight talks about how to create momentum in PD with the analogy of a car. Remedies for teacher stress do exist.
And then there is the 2020–2021 school year, where nothing is normal, and we have had five “first days of school.” Even when students were fully remote, our teachers would teach from their classrooms, and I would walk the hallways and pop into classes just to check on them and provide support as needed.
And in the edtech world, normal meant more ed and less tech than in 2020 and 2021. Dozens of companies raised venture funding at equal or lesser values —“down rounds”— compared to rounds raised during the pandemic-induced edtech boom of 2020 and 2021. Not financially—edtech funding is down from 2021 to 2022 —but geographically.
2021) and resources available (Rackley, 2019), we are increasingly seeing climate education in Geography classrooms as a synoptic and decision-making activity at the local scale (Hicks, 2019; Barton & Noyes, 2022). You can choose to brief people in advance, or present the briefing materials as part of the conference workshop.
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