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
When technology is integrated with purpose, students can create artifacts to demonstrate conceptual mastery, apply an array of acquired skills, illustrate the construction of new knowledge, and be empowered to take ownership over their learning. Professionaldevelopment should be ongoing and embedded throughout the school year.
No matter your position in education, you have gone through some form of professionaldevelopment. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Below are a few lessons learned.
The potential is there for schools and educators to empower students to take more ownership of their learning. It is important that the resulting artifacts are not too overbearing and afford students the opportunity to be trusted and empowered to take ownership of their learning. How do I know that this is impacting student learning?).
He is now working on developing a student project where they will use iMovie to create artifacts of learning related to historical concepts later this year. 21st Century Education Change educational technology Flipped Classroom Innovation New Milford High School teachers'
I recently read this Education Week post by Jill Berkowicz and Ann Myers titled We Have 21st Century Learners Who Need 21st Century Leaders. They go on the summarize the following: "Essentially, the 21st century leader has to develop a renewed understanding of how children are learning now. I couldn''t agree more.
The pandemic has demanded a high level of adaptability in education that micro-credentials can support. To support educators in accessing quality and relevant professional learning tools at the beginning of the pandemic, we curated a list of micro-credentials that could be earned with a remote or hybrid classroom.
It also figures to entail a more streamlined approach when it comes to providing professionaldevelopment to staff so that the devices are consistently utilized to support student learning. 1:1 laptop program 21st Century Leadership 21st Century Learning BYOD Change Innovation Opinion educational technology'
As I engage with districts and schools regularly, they frequently inquire about ways to gauge the outcomes and efficacy of their innovative strategies, such as BYOD, 1:1, blended and personalized learning, classroom and school redesign, branding, makerspaces, and professionaldevelopment.
Undeterred, I continued to talk about the concept of a Personal Learning Network (PLN) and what it had done for my professional growth. PGP time for the past two yeas has been dedicated for my staff to become better educators and learners. This time is spent learning, innovating, and pursuing ways to become a master educator.
The Kentucky Valley Educational Cooperative (KVEC) is an educational service agency in rural southeastern Kentucky that serves 22 school districts, 134 schools, over 3,000 teachers, and more than 50,000 students. Micro-credentials provide personalized professionaldevelopment opportunities aligned to theory of action plans.
To help achieve an ROI we increased the number of formal observations and evaluations, collected learning artifacts (lesson plans, assessments, student work, etc.) It’s been a few years now since I left the principalship to pursue my new career as a Senior Fellow with the International Center for Leadership in Education (ICLE).
To connect each painting to the broader story of the exhibit, the museum curator uses labels to highlight information about each artifact. Data aligned to professional skills. Imagine a coach created a professionaldevelopment cycle focused on questioning strategies. 1 In fact, there’s even an award for label writing.
The last two years have been mentally and emotionally exhausting for everyone in education. As I work with leadership teams, many are struggling to engage their teachers in professional learning this year. Just as with students, every teacher is unique. The final stage of the blended learning coaching cycle prioritizes reflection.
Educators have the “know-how” to be effective, but sometimes in the day-to-day shuffle the “show-how” gets lost. Many professional learning opportunities give teachers the chance to add to their bank of knowledge, but don’t encourage teachers to put what they know into action.
In many districts, teachers are provided the same professionaldevelopment regardless of their subject area, grade level, or personal goals. In a small school district with limited resources committed to meeting the needs of all our students, the professionaldevelopment opportunities made available to us are often in tight supply.
Editor’s note: This story led off this week’s Future of Learning newsletter, which is delivered free to subscribers’ inboxes every other Wednesday with trends and top stories about education innovation. Often, the group came back with artifacts like tree core samples to share with their students when school starts in the fall.
To ensure access to high-quality educational experiences at the high school level, students enrolled in Grades 9-12 were provided tuition to attend one of two neighboring high schools. The walls and shelves of this 106-year-old building are covered with authentic student learning artifacts. Innovative Learning Spaces.
When suddenly propelled into distance learning last spring, educators rose to the challenge to meet the needs of students and families. Coaches and educators alike will continue to iterate, innovate, reflect, execute, and exude immense tenacity in the face of great uncertainty.
For those who have been educators for any length of time, I’m sure this is a familiar scenario. We must commit to creating meaningful, purposeful professional learning experiences for our educators. We must commit to creating meaningful, purposeful professional learning experiences for our educators.
The Friday Institute for Educational Innovation at North Carolina State University recently scaled access to professional learning content for educators by taking advantage of the Massive Open Online Courses for Educators (MOOC-Eds) format. However, reaching educators is only half the mission of the MOOC-Ed.
Personal productivity is an important skill for professionals in all industries. We in education are no different as we face an increasing set of expectations both in and out of the classroom. This is especially true of finding time and energy for our own professionaldevelopment.
The AI Coach by Edthena was recently featured on the eSchool News Innovations in Education podcast. Host Kevin Hogan and Edthena founder and CEO Adam Geller spoke about how the AI Coach platform is transforming professionaldevelopment for teachers, including how it can deliver “anytime anywhere professionaldevelopment.”
Teacher agency is about educators taking the driver’s seat of their own learning and development. When providing professional learning opportunities, teachers can’t simply be on the receiving end – they must engage constructively for truly effective instructional growth.
Now in its fifth year, Future Ready Schools ® (FRS) has grown beyond the more than 3,500 pledges of superintendents to become a national model for educators to collaboratively imagine and lead innovation and change. Competency-based performance is not the same as traditional professionaldevelopment. Create More! Consume Less?
A Teacher’s Guide to Celebrating Asian American Pacific Islander Heritage Month May 2, 2024 • Studies Weekly Diverse perspectives strengthen education, according to Heather Singmaster’s EdWeek article from November 2018. They broaden students’ view of history and teach them to respect people from different cultures.
The College of Education and Human Performance at the University of Central Florida strives to be at the forefront of innovation in teacher training and development. Traditionally, colleges of education prescribe a fixed set of courses for their teacher candidates to complete. If successful, they all earn the same degree.
Visitors didn’t trek to this exhibit to view famous works of art or historic artifacts. They were at Boston University to visit “ The Wonder of Learning ,” a traveling exhibit highlighting a pedagogical approach to early childhood education known as “ Reggio Emilia.” Sign up for our newsletter.
Policymakers, practitioners, and other stakeholders attended the Symposium to engage in design challenges focused on providing educators with recognition for the micro-credentials they earn. This allows educators to work at their own pace and place. CEUs and Other ProfessionalDevelopment Credit.
Soft skills help prepare students to be critical thinkers and problem solvers who can succeed in higher education, future careers, and adult life. Although difficult to measure, children are developing their soft skills every day. Yet, we cannot underestimate the importance of soft skill training.
The Colorado Education Association (CEA) is partnering with Edthena to embed video observation and feedback into courses offered on COpilot, the state’s online professional learning platform. Now, with COpilot, educators across the state can experience video feedback as part of their professionaldevelopment.
Education researchers Laureen Cervone Avery and Patricia Martinez-Miller (2007) describe classroom walkthroughs as a tool that should “drive a cycle of continuous improvement by focusing on the effects of instruction.” Sometimes, that’s just not easy to make happen given the constant demands of a school.
…very little of the work we give students in school provides them with a sense that they are making a contribution to anything other than their own educational progress toward graduation. With very little first-hand experience with personalized learning, many teachers and education administrators have difficulty fathoming its power.
We had this intranet server service called FirstClass that kind of did in 2003 just about everything that Google for Education does now. Summer is a time that lots of teachers are attending trainings and professionaldevelopment. I have a colleague at Vanderbilt, Ilana Horn, who cautions educators against ‘smoothness.’
Educators know that June is a special time. Read on for more about why end-of-year reflections are an educator’s best friend and how to conduct one yourself this year. But can you identify what you, as an educator, have mastered and grown in? June is often a whirlwind of tasks and emotions for educators.
Whether in rural or urban settings, or on small or large campuses, digital tools are enhancing learning and allowing educators to personalize instruction. What isn’t as evident is how that same transformation can be replicated in learning opportunities for our educators. Scherer, Kettle Moraine educator. ” – Mr. .
10, 2024 • Studies Weekly In today’s digital age, technology integration in education helps prepare students for a world of screens. There has been a significant lack of motivation and engagement among students, and behavior issues are at an all-time high,” said Debbie Bagley, veteran educator and Studies Weekly Teacher Advocate.
Edthena brings together the key components of the micro-credential process in one place: District leaders can define competencies and how educators will demonstrate skills. Organizations that want to issue micro-credentials to their teachers can accomplish that process via their Edthena partnership.
Whether in rural or urban settings, or on small or large campuses, digital tools are enhancing learning and allowing educators to personalize instruction. What isn’t as evident is how that same transformation can be replicated in learning opportunities for our educators. Scherer, Kettle Moraine educator. ” - Ms.
Examples of Student Learning Artifacts created with Studies Weekly printed publications: I hope you find these resources helpful. The magazines can be folded, cut, glued, and made into assessment projects. We want your experience teaching with your Studies Weekly publications to be positive, successful, and joyful.
Each year, the Zinn Education Project hosts Teaching for Black Lives study groups across the United States. Using the Rethinking Schools book Teaching for Black Lives , educators explore how to teach about racism, resistance, and joy in free, teacher-led professional learning communities. history, racism, and LGBTQ+ identity.
They can also cut out pictures to make foldables or other learning artifacts that help them think about and show what they are learning. Then, they can house their artifacts in their notebooks also. How often your students add to their notebook is up to you. Your students will get tired if they do the same thing every single day.
Capturing this type of data is tricky because we didn’t want to end up with an evaluation tool disguised as professionaldevelopment. The word “leveled” is also used in other education contexts, such as reading diagnostic tests for elementary readers. So why did we go so slowly?
Holding office hours is not an uncommon practice for educators. K-12 educators have long-held tutoring and work-space time for their students after school, and the idea of virtual office hours is comparable to this. Recording the artifact is one thing, but using this artifact to improve your practice is much more significant.
School leaders strive to center their school community around a professional vision. Video artifacts help confirm whether every educator interpreting the vision the same way. The shift to distance learning offers new opportunities for discussion and alignment of values to create a sense of unity among educators.
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