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Accessible facilities, ongoing professionaldevelopment, and family involvement are vital components. One of the hallmark accommodations of inclusive classrooms is more adults, whether a certified special education teacher, a teaching assistant (TA), or both. Change typically only occurs with effective leadership.
Here is how educational leaders can champion personalized professional learning for their teachers: Needs Assessment: Start with the Individual One-size-fits-all professionaldevelopment (PD) is a recipe for disengagement. A shift to personalized professional learning can change this dynamic. Guskey, T. Moeller, S.
There has been a great deal of knocks on professionaldevelopment as of late and rightfully so. More often than not, professionaldevelopment is something that is done to educators as opposed to an experience that they truly value for growth. Learning is the ultimate goal for our students, not development.
Teaching will and must be different. Leadership must and will be different. Drive-by professionaldevelopment did not work in the past. Check out the International Center for Educational Leadership's ( ICLE ) vast services and Digital Practice Assessment (DPA) process to fill this gap.
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.
It intertwines innovative teaching practices, cutting-edge technologies, and a culture of inclusivity into the very fabric of districts and schools. Organizational leadership is a multifaceted and critical component of ensuring the success of educational institutions. Several key aspects underpin effective leadership in this context.
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. Develop the norms with teachers and then "pound the pavement" with digital communications.
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.
One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professional learning opportunities. They have utilized me as a keynoter, coach (leadership and teaching), and workshop presenter. Below you will see the specific tools I provided during each session.
The same can be said about drive-by professionaldevelopment. When it is all said and done, the best experiences are ongoing and job-embedded so that the needed support, application into practice, feedback, and accountability for growth lead to actual changes to teaching, learning, and leadership.
Remote learners can be placed in the same rotation to eliminate the back and forth that often occurs when trying to teach both groups simultaneously. Develop a coverage schedule If you are an administrator reading this, hero status can be achieved by working with your leadership team to develop a coverage schedule.
The ability to learn and grow is part of what made teaching dynamic and energizing for me. Despite my love for learning, I strongly disliked most professionaldevelopment sessions. The way sessions were facilitated often contradicted research-based teaching strategies.
In early spring this year, the local chapter of my teacher professionaldevelopment organization held our first in-person conference since the pandemic. Having served on the leadership team of our local PD organization for many years, I’ve planned numerous conferences and knew what needed to be done, but this year was different.
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. It starts at the top with leadership. Case in point. It wasn't very easy for me at first. The rest is now history.
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. With change comes the inevitable need to provide quality professionaldevelopment.
In particular, my PLN provides me with a constant supply of resources, thought-provoking discussions, knowledge, leadership strategies, and ways to successfully integrate technology. Image Credit [link] Most educators I talk to have no idea where to begin when attempting to create a PLN that meets their teaching and learning needs.
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.
So many exciting things have happened recently as a result of my own learning and growth in educational technology and leadership. 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,
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.
I’d even go as far as to say that it is our duty, something I elaborate greatly on in Digital Leadership. 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."
Inspiring high school students to choose teaching as a profession. Inclusion and REAL collaborative teaching. There is a need to teach them not only to access safely and critically but also to apply and construct new knowledge. Attracting the best and brightest to the field Boys’ achievement and engagement.
The onset of the process is typically fraught with challenges such as overcoming the status quo, a mentality of if it isn’t broke why fix it, fear, a void of leadership somewhere in the hierarchy of schools, lack of knowledge on initiating change, no clear vision, too many initiatives at once, naysayers/antagonists, and a one size fits all approach.
21st Century Leadership Shift Happens (must see video for any educator unfamiliar with the tends and impacts associated with technology and social media. Principals can use social media for communication, public relations, branding, professionaldevelopment, and opportunity. Learn more here. Make free Skype to Skype calls.
As we move more into the world of online learning and teaching for students, it is becoming apparent that teachers are also needing to move online for their own professional learning. Professionaldevelopment should be relevant to the teacher. Professionaldevelopment should be relevant to the teacher.
Lots of things adjusted with distance teaching, but the changes to professionaldevelopment for educators has actually helped it become more accessible. A leadership expert, San Diego State University college professor, and classroom teacher, Doug Fisher is well-versed with teacher learning.
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.
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. How will you work to improve professional learning in your school or district?
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. In theory and on paper, a 1:1 program seems to be the best program for schools wanting to integrate technology on a macro level to enhance teaching and learning.
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.
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. Common Core Discovery Education ProfessionalDevelopment'
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. Here are some of my leadership strategies for making change during challenging times.
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. Change educational leadership educational technology Innovation Opinion' That and being digitally resilient.
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 learning experience must be redesigned and made personal.
[To celebrate our upcoming book, Leadership for Deeper Learning , I am publishing an excerpt each day for a week before its release. As you might imagine, we saw some fantastic leading, teaching, and learning. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools.
Let me begin by saying that I was absolutely honored that various members of my Professional Learning Network (PLN) and the greater educational community reached out to me to address administrators looking to embrace social media, plan an educational technology conference at my school, and discuss leadership in the digital age.
This is where the concept of digital leadership really comes into play. By carefully analyzing current components of professional practice, educators can begin to make the necessary paradigm shifts to replace existing practices with more effective and relevant ones. More importantly, it can empower our learners.
Over the past 10 years as a teacher (and more recently as an aspiring administrator), I have consistently sought out new and innovative professionaldevelopment. However, no opportunity had truly satisfied my urge to improve my teaching and also prepared me to become a principal until the fall of 2016.
Too often, teachers are rapidly elevated from the classroom to school leadership positions, whether to fill an unexpected vacancy, act as an interim administrator or to take on a permanent leadership role. It is essential to recognize that the premature placement of teachers into leadership roles comes at a cost.
In response to COVID-19, OTAN was uniquely prepared to ramp up their digital professionaldevelopment, offering weekly Zoom office hours for adult educators who suddenly found themselves teaching and supporting learners remotely. We all learn about each other’s programs, teaching situations, and hardware/software in use.
In some cases, these will be hard to swallow, but from an accountability perspective you will need to dig deep and display what constitutes real leadership even if this is not modeled by the people in power above you. The focus should be on how this change will improve teaching, learning, and/or leadership.
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. Our collective goal is to create an immersive experience that moves beyond the typical one and done professionaldevelopment.
Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices.
It was in this position that I really began to learn about effective leadership. As a teacher, I was only afforded the opportunity to work with a limited number of students who I had the pleasure of teaching. One reviewer of Digital Leadership said the book shouldn’t be published. We did this at my former school.
Others paid attention to the data and rising number of coronavirus cases and used their summers more wisely to design for better remote/hybrid learning and teaching than the mostly-low-level direct instruction, digital worksheets, and paper homework packets that we saw last spring. Instructional leadership with Virginia administrators.
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