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Leaders can use certain AI tools to streamline communication, personalize feedback, provide targeted support to staff, find peer-reviewed research in a snap, and aid in other leadership tasks. Click on the “magic tools” tab at the top of the page to see all of the options available to teachers.
Instructional leadership was a routine part of the job along with the budget, master schedule, curriculum development, meetings, email, phone calls, and many other duties. With the evolution of social media yet another responsibility was added to my plate in the form of digital leadership.
When it comes to leadership, there is no one right way or quick fix. From a learning standpoint, this requires a focus on pedagogical leadership , something I learned over time when I was a principal, which required taking a critical lens to my practice if I was going to help my staff do the same.
The advent of social media introduced yet another responsibility into my already packed schedule: digital leadership. As a school administrator, one must be proficient in many different areas, but it's essential to maintain sight of the most crucial aspect of the role: pedagogical leadership.
I am not a huge fan of collecting lessonplans and have not been for years. Regardless of where you stand on the whole lessonplan debate, the intent is what really matters. I know when I went through my coursework and teaching certification process this was emphasized in any lessonplan.
turn in lessonplans, complete all observations/evaluations by a set date, etc.) The question then becomes what message or lesson are we really teaching students by giving zeros? Educational Leadership, 69(3), 40-44. Educational Leadership, 65(5), 85–87. Fail to meet a determined deadline (i.e., Reeves, D.
Note: This post is directly related to my work at the International Center for Leadership in Education Efficacy has been on my mind a great deal as of late, and as a result, it has been reflected in my writing. During this reflective process, it is expected that school leadership teams collect and document aligned evidence for each item.
Take lessonplanning, for example. Many of us recall the days when lessonplans were a labor of love or a big waste of time. We spent countless hours crafting detailed outlines, complete with objectives, activities, assessments, and even a backup plan in case of inclement weather.
I think I refuted more hypotheses then validated, but the learning experience kept driving me to pursue eventual degrees and a teaching certificate in the sciences. Even though my science teaching days are long behind me, the scientific method has always stuck with me, as there are direct applications to leadership.
It begins with a focus on improving teaching, learning, and leadership followed by utilizing an array of digital assets at every educator’s disposal to share and amplify. Artifacts such as assessments, lessonplans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs.
As the CEO of Aspire Change EDU , I'm dedicated to research-driven, data-enhanced, and evidence-based services and resources to aid districts, schools, and organizations in transforming teaching, learning, and leadership. These methods are harmonized with the 7 Pillars of Digital Leadership & Learning.
But by the time she was heading up her own elementary school classroom in Chicago, she found herself missing the library and longing to teach media literacy again. She teaches concepts as wide-ranging as American Sign Language, critical thinking, typing, conducting research and writing in cursive. If you can't manage, you can't teach.
What many people also don’t realize is that even though all eyes were on the digital aspects of our transformation, it was the continuous focus on improving teaching and learning that ultimately led to results. This makes sense on many fronts, as we are accountable first and foremost to our learners as well as our other stakeholders.
As a trusted educational partner, Discovery Education has worked with thousands of educational leaders to transform teaching and learning. They understand that successful implementation requires a focus on fundamentals: curriculum, instruction, assessment, and leadership. As leaders, we need to think, plan, and act differently.
I began my teaching career as a Teach For America (TFA) Corps member in Jacksonville, Florida. But very quickly, I learned that teaching in a Title I school, where a high percentage of low-income students face significant educational gaps , was far more challenging than I had anticipated.
Any time we teach our students something , we need to check to see how well they learned it. But if we only do this check at the very end, after all the teaching is done, and we find that our students haven’t learned the material quite well enough, it’s too late to do anything about it. ” David-Lang says.
This required extra time to create my own lessonplans, adapt our school curriculum and find supplemental materials to help my students connect with the grade-level content. For example, math departments can collaborate with EL departments to build activities and lessonplans that ELs can relate to.
Teaching is about more than curriculum and lessonplanning. Teaching, as human work, is to show the beauty and complexity of the human experience in our society. But pursuing dreams and passions requires time and space, and teaching leaves me barely any room to breathe. Teaching has consumed me.
The night before the Teach for America (TFA) summer institute — commencing virtually for the first time due to the pandemic — I lay in my childhood bed at my parents’ house with tears in my eyes. Cut to my third year in the classroom, and I still wrestle with what led me to Teach for America in the first place.
What am I teaching today? With a to-do list this long, do I even have time to teach? “I This is how the last year of teaching went for me. I was always completing tasks for other people—school leadership, district leadership, state officials—at the expense of the students in my care. It’s just a reality of the job.
As educators grapple with the challenges of teaching remotely, I wanted to share some tips for navigating the shift from offline to online teaching. In this mini-episode, I suggest that teachers plan for a week at a time so that students can self-pace through assignments and enjoy the flexibility of learning online.
We can come up with a number of these questions, each of which has major implications for leadership behaviors and school support structures: Which is bigger? The number of teachers who need to turn in lessonplans because they’re struggling with instructional coherence or the number of teachers who don’t? Which is bigger?
Teachers have to do countless tasks—including lessonplanning, teaching, grading, mentoring, classroom management, as well as keeping up with technology and new pedagogical practices, monitoring progress, and other administrative work—all while keeping students’ social and emotional needs in mind. Educator CIRCLS.
This story also appeared in Mind/Shift This summer, teachers around the country are planning these lessons and more, in professional development programs designed to answer a pressing need: preparing teachers to teach about the climate crisis and empower students to act. “I Related: Climate change: Are we ready?
Congress is weighing a significant change to the teaching profession — one that proponents hope could help attract strong candidates to the classroom while retaining those who are already in it. This was part of a larger effort the commission determined was necessary to elevate and “ rebrand ” the teaching profession.
We create entire units and lessonplans well before meeting them, let alone take the time to build meaningful connections with our students. Instead, by creating structured time and space to listen and learn from our students, we can humanize their lived experiences by making them an integral part of our teaching and learning.
The lessonplans are typed up and printed out and the lesson objectives and daily agenda are posted artfully on the board. 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.
Despite headlines about teacher shortages and a workforce that must become more diversified, recent federal regulations and a decade of policy has focused on the quality of teaching and teacher preparation to ensure that all teachers are ready to teach and meet high standards of performance from Day One. How do we know this?
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.”. For almost two decades there has been considerable debate over the importance of fully licensed teachers in ensuring quality teaching and learning (e.g.,
Taking the time to analyze student data and factor it into a personalized lessonplan is usually something for which teachers are expected to volunteer their personal hours. Teachers Aren’t Given Real-Time Data Making the time to analyze data and apply it to lessons is only half the battle. Data-Driven Leadership in Schools.
Stories about burnout, toxic positivity and putting respect back in the teaching profession were all exceedingly popular. As another pandemic year draws to a close, a few key themes have risen to the top in education. First among them is how difficult the job has become. That means calls for teachers to practice self-care are not enough.
When there aren’t enough teachers trained to teach students with disabilities, we fail the vulnerable students who most need educators’ help. We must help teachers get the training they need to be able to teach all of their students, including students with disabilities. A student at work with her tutor. Photo: AP Photo/Brian Blanco.
This past June, my organization partnered with Starlight Africa to pilot the Career Girls Mobile Learning Center , to create a customized, culturally sensitive career discovery curriculum that includes African role model videos and interactive lessonplans for 100 girls (ages 10 to 17) in two Rwandan schools, Gihogwe and Acts4Rwanda.
On this episode of the Teaching Leading Learning K-12 Podcast, Edthena founder and CEO Adam Geller talked with Steve Miletto talked about all things professional learning, including how video is changing the game for giving educators feedback about their teaching. Now here’s Steve with this week’s show. Louis, Missouri.
Nifemi Ogunsuyi is a teacher leader in New York who participated in Teaching Matter’s Emerging Teacher Leadership Program (ETLP) to develop teacher leader skills, as well as their Master Teacher Program , an advanced micro-credentialing program that allows teachers to demonstrate her competence in leading other teachers.
At that point in my life, I knew I wanted to teach this style of dance to young people; with the right tools and experience, I knew I could help students understand and learn about their identity and culture the same way I did through Folklorico. Some lost the chance to participate in school plays and performances.
This raises a necessary question: Who is going to teach these classes? Related: OPINION: Now is the time to hire and promote Asian Americans into leadership positions. While Asian Americans appear to be well-represented in education, most Asian American teachers in our district either teach Asian world languages or STEM subjects.
In my role as an academic dean, I am part of our school’s leadership team and have a seat at the decision-making table. Every year when our school’s leadership team comes together to prepare for the new year, the discussion around the need for a more impactful family engagement strategy surfaces. What’s worse? Sometimes I’m late.
Large class sizes, demanding parents, a constantly evolving digital toolset, shifting leadership initiatives, and teacher shortages have created a perfect storm of time constraints. These challenges often force educators to sacrifice their prep periods, substitute for other classes, or take on additional teaching duties.
Following the news, my lessonplans for the day suddenly seemed ridiculous. An Obligation to Change Marching on is not the solution, even though leadership wishes it was. Teaching is always hard, but it doesn’t have to be this hard. I knew I needed to shift what I was doing, but I didn’t know where to begin.
When will this PD end so I can get back to lessonplanning and grading student work?” It’s up to those of us in leadership positions to prevent this. Bring all of these data sources to your leadership team, and begin to explore appropriate goals. Not sure how to set a five-year plan?
Only 17 percent of general education teachers say they feel well-prepared to teach students with mild-to-moderate learning disabilities. Educators should consider who students are as learners and seek to remove potential barriers to learning during the lesson-planning process. Meanwhile, one in five students in the U.S.
She was talking about how my website and podcast sometimes make her feel like she’s not doing enough, she’s doing it all wrong, her teaching is never quite good enough. Something like teaching. Do they seem excited about the thing they’re teaching? None of us are sending that message in quite those words.
This strategy of tapping into students’ own experiences as part of a lessonplan is an increasingly common one in U.S. Also, the framework includes responsive teaching styles, family engagement, student-teacher relationships and, at the foundation, a focus on and commitment to academic equity.
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