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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.
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 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.
Education is currently at a crossroads as traditional methods and tools are changing as a result of advances in technology and learning theory. Image credit: [link] Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not.
Now is not the time to revert back to traditional observation and evaluation protocols because, quite frankly, they will not result in improved outcomes. Others are seeing their administrators offer their time and that of other non-teaching staff members. The majority of educators fall into the latter.
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, The other day I was talking to a friend of mine who teaches in another part of New Jersey. Here is a great example.
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." The need and demand for personalized professionaldevelopment is growing.
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.
Traditional Grading Practices and Homework There is a great deal of research out there that supports changes to how educators grade and the use of homework. How will you work to improve professional learning in your school or district? Will you challenge the status quo to improve the educational experience for your learners?
This past summer, I had the opportunity to observe district leaders, teachers, and university supervisors from TeachOregon’s Salem-Keiser Teacher Preparation Collaborative as they trained new mentor teachers in the effective co-teaching of new residents. Third, there’s teaching quality. Planning is the second theme that loomed large.
It is a distraction to the teaching and learning process. School administrators can use blogs as a powerful public relations tool in lieu of traditional newsletters and email blasts. It also teaches them about how social media can be used responsibly, to support learning, and as a professional tool.
Succumbing to the negative rhetoric, abiding by the status quo, and having a bunker mentality will do nothing to initiate needed changes in our building to improve teaching and learning. Breathe Life Into ProfessionalDevelopment Most teachers cringe when they hear the words "professionaldevelopment" and rightfully so.
However, there is another significant impediment to change that doesn’t get as much focus as it should and that is tradition. Tradition, combined with the comfort of the status quo, forms a plausible excuse for not changing. To create a thriving culture , some hard battles against tradition need to be fought.
Every teacher at her school, the Health Sciences High and Middle College, in San Diego, shares in the responsibility of teaching students literacy skills, regardless of the subject they teach. For decades, the primary methods for teaching students how to read in the U.S.
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. Communications Schools still rely on traditional means (email, newsletters, phone calls). More importantly, it can empower our learners.
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. To put some perspective on this, not one traditional classroom had an Interactive Whiteboard (IWB) in it four years ago. Currently we now have twenty.
To capitalize on this energy, most school districts organize mandatory professionaldevelopment opportunities for teachers designed to teach them a new teaching strategy or introduce them to a new piece of technology. Without support, it is easy to abandon a new teaching technique, strategy, or technology tool.
NJ mandated every district to adopt an evaluation tool that was more detailed and moved away from the traditional narrative report. The focus should be on how this change will improve teaching, learning, and/or leadership. Here is what we learned: Be a part of the solution – Large-scale change typically happens at the district level.
Teaching has always been a demanding profession, but this school year takes the cake! I’d argue that the answer is , in part, giving them the permission and tools to rethink traditional workflows. Second, I want students to develop into expert learners capable of sharing the responsibility for learning.
Learning environments that are structured in such a way will not only help students think critically, problem solve, and master the content, but also teach them how to be digitally responsible. To get that same information on our traditional website would have taken a week’s worth of emails and action by two or three different staff members.
Students can be excellent little actors in a traditional classroom, going through the motions of “ studenting ,” but not learning much. That’s the argument of Peter Liljedahl, a professor of mathematics education at Simon Fraser University in Vancouver, who has spent years researching what works in teaching. How did that go?
When Steven Chan founded Goodnotes, he was a student at the time, and so his commitment to understanding the teaching and learning experiences of the community he built was essential to his mission, which is to revolutionize the way ideas are shaped and amplified. Remove grading for non-end-of-year assessment work.
This work requires a depth of discipline and perseverance from our students that can at times be difficult to foster within the limits of traditional instruction. The white picket fence, two kids, and the traditional nine-to-five workday are quickly losing their appeal. The American Dream no longer exists as Gen Xers know it to be.
Teaching is intense, vulnerable work. We can look at student data and try new instructional strategies all day long, but until we learn to navigate all of these complex feelings, the work of improving our teaching will always be limited at best. What’s the difference between Amazon and Bookshop.org? The school’s out of control.
What I want to avoid is a situation where teachers are presented with an alternative schedule in August and given a handful of professionaldevelopment days to figure out how to adjust a semester’s worth of curriculum for a hybrid schedule. Schedule 2 also divides the school population into two groups: Group A and Group B.
As a teacher, I was only afforded the opportunity to work with a limited number of students who I had the pleasure of teaching. They should never perceive that they are inferior to their peers if they don’t do well on standardized tests or more traditional, one-size-fits-all assessments. Perception always surrounds our work and us.
There’s a growing market for the convenience, accurate feedback and interaction that voice-based AI reading tools provide, due to the unprecedented fall in NAEP reading scores across the country coupled with mounting concerns about modern strategies for teaching literacy.
This content goes far beyond traditional formats like film, television and print because it isn’t static; it’s both immersive and interactive. Teach for Tomorrow’s Job Market Many parents want their children to study computer science. Yet, in the United States, just over half of high schools actually teach it. Need a hand?
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. Teachers have been accosted with endless professionaldevelopment training, increased testing, and frequent surveys. I was always completing tasks for other people.
My reading regularly inspires my blogs, books, teaching, and work with educators. This year, traditional approaches to professionaldevelopment may feel daunting because teachers are spread thin due to substitute shortages and the challenges associated with returning to physical classrooms.
” I hear this lament frequently when I lead professionaldevelopment. If schools want their teachers to be innovative and teach outside of the box, then they need to take a closer look at their schedules and talk to their teachers and students about how their schedule is either encouraging or stifling creativity.
Educators who were expecting to teach in classrooms in Beijing, China, are now teaching virtual classes remotely from their homes. Asynchronous Teaching. The international team teaches using the learning management system Moodle. During the first few weeks, patience and flexibility was a necessity. Teacher Support.
In my book, Balance with Blended Learning , I invite teachers to reimagine teaching and learning by partnering with students. To better support shared learning, I’ve partnered with Learning Innovation Catalyst (LINC) to offer learning modules through LINCspring , their online coaching and professionaldevelopment platform.
In fact, two of the three main factors in good calculus teaching, according to a study from the Mathematical Association of America , center on those relationships, not actual math content. Traditional meritocratic narratives and implicit biases about students’ abilities can stand in the way of change.
This story also appeared in Mind/Shift This summer, teachers around the country are planning these lessons and more, in professionaldevelopment programs designed to answer a pressing need: preparing teachers to teach about the climate crisis and empower students to act. “I The post COLUMN: Want teachers to teach climate change?
We should innovate to leverage emerging technology, getting data back at nearly the speed of teaching and learning. How can assessment data effectively inform instructional decisions and support professionaldevelopment for educators? This allows everyone, including the learner, to make the best data-based decisions possible.
Teaching creativity and creative thinking in K-12 has always been valued but often challenging to implement. Many standards and curricula don’t call out creativity explicitly, and teachers aren’t often trained on how to teach and assess creative thinking. How would you respond to that?
Building more content knowledge is often the go-to for teacher professionaldevelopment, especially during back-to-school season. Heather Hill, a researcher at the Harvard Graduate School of Education, says to skip the PD that’s focused solely on developing new content knowledge. The findings were surprising.
Event: Teaching the 2024 U.S. King, Old Dominion University Juan Carlos Huerta, Texas A&M University-Corpus Christi (Moderator) Michelle Allendoerfer, American Political Science Association Please direct all questions to teaching@apsanet.org. The post Webinar Series: Teaching the 2024 U.S. Engaging the 2024 U.S.
I work in a district with next to no funding for professionaldevelopment. Creatively Teach the Common Core Literacy Standards with Technology Available NOW ! As a result, I’ve had to aggressively pursue my own learning to stay current with the changes happening in education. Just in time for summer reading!
According to Dr. David Baker, ProfessionalDevelopment Coordinator for St. Impact of AI coaching on teacher performance AI Coach significantly amplified the district’s professionaldevelopment capacity. Can AI coaching help districts provide timely instructional coaching for all teachers? By leveraging AI, St.
The day’s professionaldevelopment for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired. I’ve been teaching for 30 years, and now you’re gonna make me do what?”.
According to the Bill & Melinda Gates Foundation, states and school systems spend $18 billion annually on professionaldevelopment for educators in the United States, and almost all teachers participate in some form of professionaldevelopment. under which circumstances would they earn them.
As a sector, we are being bombarded with reports of our failings in the teaching of maths, which leaves teachers and principals across the country feeling uncertain of what to do, and how to teach maths effectively, Rodgers wrote in a report to her school community at the end of the sabbatical. Not any more.
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