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Inclusion is essential for special education (SPED) because it promotes the social and academic development of students with disabilities, fosters a sense of belonging, and prepares them for life outside of school. It aligns with legal and ethical imperatives, is often cost-effective, and encourages teacher development.
In a world of standardized tests and rigid curricula, fostering a culture of continuous, personalized growth for teachers allows them to stay abreast of current trends and effective strategies, maximize time, and become the best iteration of themselves for the learners they serve. Offer teachers a diverse menu of learning opportunities.
As a result, the learning culture does not evolve or becomes stagnant for both learners and educators. My point is that the focus should be on taking a critical lens to traditional practices and determine if the way in which they are being implemented is actually in the best interests of a vibrant and prosperous learning culture.
Teaching will and must be different. Most of all, the learning culture will most certainly be different, and it will be a travesty if it is not. Drive-by professionaldevelopment did not work in the past. Leadership must and will be different.
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. Effective teacher professionaldevelopment.
These schools and educators, whether they realize it or not, are not only enhancing the teaching and learning process, but they are also providing their learners with essential skill sets pivotal for success in today’s society. To truly create an innovative culture of learning we must not fear failure either.
With the suggestions in hand, the leaders were empowered to review what we had seen and my recommendations to determine the focus for an upcoming professionaldevelopment day I would be facilitating. Feedback is a critical catalyst for professional learning and growth.
It intertwines innovative teaching practices, cutting-edge technologies, and a culture of inclusivity into the very fabric of districts and schools. A strong leader should also be capable of fostering a collaborative and inclusive culture that values diversity and promotes equity in education.
This summer, take advantage of TCI’s professionaldevelopment opportunities to brush up on the latest teaching strategies and earn professional hours. Plus, you’ll receive a certificate for 3 professionaldevelopment hours! Summer is the perfect time for teachers to rest, recharge, and get inspired.
This means looking at key practices such as Tier 1 instruction, pedagogy, assessment, feedback, differentiation, RTI , real co-teaching , and professional learning to see where there is an opportunity to grow. This is yet another testament to the culture of learning that has been established. It wasn't very easy for me at first.
Many educators, including myself a few years ago, don’t even know what tools exist, let alone how they can enhance the teaching and learning process. If you do, it will not take long before these seeds of change mature and begin to bear fruit by becoming embedded, sustainable components of the school culture and your professional growth.
For years I was able to teach both in the classroom and on the field. In many aspects, coaching is teaching, but without formal grades. As a coach, I provided lessons and strategies on skill development as well as competencies that pertained to excelling at a particular sport. That is one of the critical points of this post.
Others are seeing their administrators offer their time and that of other non-teaching staff members. If you can't, consider developing a schedule where administrators and other support staff can fill them in lieu of teachers. Using a give and take strategy and lessening the burden will create a culture of empowerment.
The paradigm of persistent problems Mary Kennedy’s seminal (2015) paper “Parsing the practice of teaching” sets out the idea that every teacher, no matter their experience, expertise or context, faces the same persistent problems of teaching. Script a short teaching sequence to perform. Live modelling.
By investing in, and trusting the people around me, more time was freed up to focus on innovation and large-scale change initiatives to improve school culture. We can now teach each other and learn something we previously had no knowledge of through diverse expertise anywhere, anytime, and from anyone. Life is all about choices.
Successful remote learning is dependent on the consistent utilization of effective teaching strategies and pedagogy that empowers all kids to think and apply their thinking in relevant ways. The Rigor Relevance Framework is a fantastic tool for teachers to develop pedagogically sound tasks, both with and without technology.
As a result, I have seen my own knowledge increase in these areas, participated in exciting professionaldevelopment opportunities, presented at both my school and at other events on web 2.0, and begun to collaboratively change the culture of my school. Conference educational technology ProfessionalDevelopment Vision'
As part of the PDK International Emerging Leader Award , I had the opportunity to attend an amazing professionaldevelopment experience in Washington DC. Here are some aspects that called out to me: Culture of trust and moral/social responsibility. All administrators also teach. All teachers have a Master''s Degree.
“The educators who had the greatest impact on me as a youth recognized my personhood by actively developing a relationship with me, challenged their explicit and implicit biases in visible ways, and valued multiple perspectives within their classroom.” – Maima Chea Simmons, Black Girls’ Literacies. Selecting culturally responsive texts.
As instruction becomes increasingly personalized for students, teachers are ready for those same principles to drive their on-going professionaldevelopment. "Teachers If we focus on learning and development, teachers know where they need to go." ” Drive Professional Growth. "I San Jose, California.
When it has a tight grip on a school culture, any attempt at change is met with resistance or blatant inaction. Drive-By ProfessionalDevelopment In Learning Transformed Tom Murray and I highlight the research that illustrates how drive-by professionaldevelopment has little, if any, impact on professional practice.
Below is my evolved take: "When investing in technology, programs, professionaldevelopment, and innovative ideas, there needs to be a Return on Instruction (ROI) that results in evidence of improved student learning outcomes." How has the learning culture changed? How has professional learning changed?
Research shows that 68% of new teachers feel unprepared to address the cultural needs of their students effectively. It has led to three significant impacts on culturally responsive and general teaching practices: Improved self-awareness: Teachers became more aware of their cultural responsiveness and adjusted their methods accordingly.
While thoughtful assessment design and implementation are necessary for student success, building a strong assessment culture in schools is often overlooked but equally important. ISTE is collaborating with the National Center for the Improvement of Educational Assessment (NCIEA) to explore the characteristics of a healthy assessment culture.
One must realize that change is really hard and a commitment to see the process through is vital if the end goal is cultural transformation that sticks. From that point on several change initiatives were implemented and sustained resulting in a culture that worked better for our students and staff.
Is it because you couldn’t decide on a major until halfway through your Bachelor’s Degree and figured that teaching would be your best option? Treat professionaldevelopment as an opportunity as opposed to an annoyance. Regularly reflect in order to enhance teaching and learning. Is it because of the paycheck?
In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. Probably the most significant impact, either 1:1 or BYOD can have is in the area of teaching digital responsibility, citizenship, and the creation of positive footprints online.
Sustainable change relies on understanding people, culture, and processes. Principals can use social media for communication, public relations, branding, professionaldevelopment, and opportunity. grow professionally by establishing a Personal Learning Network (PLN) , follow specific hashtags (#). Learn more here.
It has been quite the ride since I changed my perspective on teaching, learning, and leadership eight years ago. Social media had to be blocked for all and I, for one, wasn’t going to waste any of my precious time using it professionally or personally. The 8 keys are outlined below: Leadership and school culture lay the foundation.
With all the many state mandates and district directed professionaldevelopment, as well as time after school devoted to grading and lesson planning, in her mind and many others, time was not readily available. By contract all teachers had to teach five periods. Who was I to disagree, as her words were stark fact.
The resulting article described New Milford High School’s many accomplishments pertaining to the use of educational technology to enhance the teaching and learning process. ProfessionalDevelopment Without this element in place change surely will not occur. So what changed? There you have it.
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. The IPA doesn’t just look at innovation.
We have seen many shifts in terms of instruction, communication, and learning at NMHS resulting in a transformative culture that is more in line to meet the needs of our students. The third small change was realizing that students had to be instrumental in any effort to transform the culture of our school. So what changed?
With this being said, quality leadership becomes even more essential in order to cultivate a school culture whose primary focus is on the learning and achievement of each and every student. Breathe Life Into ProfessionalDevelopment Most teachers cringe when they hear the words "professionaldevelopment" and rightfully so.
Nationally, there aren’t enough bilingual educators , or educators certified to teach English as a second language (ESL). For rural school districts inexperienced in providing multilingual education, said Hansen-Thomas, professionaldevelopment is the place to begin. Hansen-Thomas also points to the U.S.
Now more than ever we must not only teach our kids to be critical consumers of digital content, but we must also model the same. The content they shared included policies, procedures, pedagogical techniques, and professionaldevelopment, but more importantly, tangible improvement results. Does it align to peer-reviewed research?
In collaboration with my staff and the support of District leadership, my efforts have laid the foundation for an innovative teaching and learning culture that focuses on preparing all students for success.
We must collaboratively develop and implement our own ideas to improve the learning process in a way that emphasizes our student’s cognitive growth, passions, and strengths, while challenging them to push their own boundaries. We have made great strides in this area in my District through the development of the Academies at NMHS.
Improving school culture is high on many school leaders’ lists of building priorities. But cultivating a strong school culture doesn’t happen without intentional thought and planning. Why is this key to improving school culture ? Check out the highlights of what we’ve been reading below, as well as links to the full resources.
But over the last ten years, whenever I set out to find information about teaching strategies, educational resources, technology for schools, or pretty much anything related to improving learning for our students, someone would inevitably pipe up and say, “Librarians can also help with that.” That was about it.
To them, educators should teach significant topics like the 1950s and 1960s civil rights movement with more depth and breadth. history, education leaders have started to reckon with how to comprehensively teach history with an antiracism lens. And school districts are working to expand their curricula on race.
Mandates and top-down directives rarely become embedded and sustained components of school culture because once the focus changes (and it always does) then all the time, energy, and frustration transfers to the new initiative. The focus should be on how this change will improve teaching, learning, and/or leadership.
On the spectrum of professional experience for K-12 teachers, I am decidedly on the greener side. Although I knew I had a passion for teaching before entering college, I always had this idea in my head that teaching K-12 education wasn’t a real or appropriate profession for an Ivy League, engineering graduate like myself.
As an educator creating antiracist classrooms, I have wrestled with how to teach children about race and race relations since far before our country’s recent racial reckoning. The place to start to enact change starts in the classroom with the development of our future leaders. Stereotypes can be perpetuated.
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