Remove Education Policy Remove Professional Development Remove Tradition
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Five reasons teacher residencies often outperform traditional training

The Hechinger Report

Just like doctors in training, aspiring teachers need sustained clinical experiences alongside expert practitioners to build links between educational theory and practice and to develop the hands-on techniques and strategies that help children learn. Such professionalism develops over time and through relationships.

Tradition 110
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Rethink How Teachers Advance their Careers with Micro-credentials

Digital Promise

In this series, we take a closer look inside our new paper, “ Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation’s Teachers.”. How can micro-credentials be used to help administrators cultivate teachers as leaders who can then spread their expertise?

K-12 133
educators

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Using Micro-credentials to Recognize the Skills of New and Experienced Teachers

Digital Promise

In this series, we take a closer look inside our new paper, “ Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation’s Teachers.”. see this 2002 Education Week report ). Will teachers be recognized for their leadership in ways that they find meaningful?

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Beyoncé Reminded Me That Teaching Is an Art. This Is Why We Must Invest in Teacher Prep Programs.

ED Surge

Our credentialing process - which traditionally includes a litany of required college-level coursework, licensure steps and extensive professional development - can admittedly be frustrating and difficult to traverse.

Teaching 101
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Another way to quantify inequality inside colleges

The Hechinger Report

The director of professional development formed faculty book clubs to discuss Claude Steele’s “ Whistling Vivaldi ,” a book about “stereotype threat,” which is a psychological theory about how minorities perform worse in environments where people like them traditionally don’t succeed.

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OPINION: Early data offers a sobering look at interrupted and incomplete learning, but there is hope ahead

The Hechinger Report

As young people, families and educators near the end of yet another hectic pandemic school year, new research studying the early impact of remote learning offers a sobering look at experiences and outcomes, including interrupted and incomplete learning. is the interim president and CEO of the Nellie Mae Education Foundation.

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Vermont’s ‘all over the map’ effort to switch schools to proficiency-based learning

The Hechinger Report

Within each subject, schools identified learning targets, clearly explaining what students would need to demonstrate in order to be considered “proficient” — a shift away from the traditional system’s emphasis on logging seat time to earn credits and progress. Related: When math lessons at a goat farm beat sitting behind a desk.