Sentences with phrase «current teacher professional development»

Over the past decade, numerous research reports have concluded that current teacher professional development and certification processes are outdated and ineffective.

Not exact matches

Commenting on the launch of a consultation by the Secretary of State for Education on professional development for teachers and calling for expressions of interest in a College of Teaching, Chris Keates, General Secretary of the NASUWT, the largest teachers» union in the UK, said: «This Government can establish whatever framework it likes for professional development but unless teachers are given a contractual entitlement to access such development, the current system of inequality and ad hoc arrangements will continue, with access being on the basis of grace and favour and the whims and preferences of individual employers.

Unfortunately, the current version of professional development is universally seen as insufficient for raising teacher skills to the desired level.

The Community of Practice provides professional development opportunities for middle and high school teachers across the country to learn more about current heliophysics research and incorporate it into their classroom.

Many teachers, at least in England, are sceptical about how useful current continuing professional development (CPD) is.

Some of the best professional development «meets teachers where they are» by building on top of what they are already doing, rather than ignoring their current efforts and asking them to throw out the baby with the bathwater.

As a member of the education community — former teacher, current higher education professional — more often than not, I hear friends, colleagues, and peers lamenting about their professional development obligations.

In addition, he emphasized the current lack of high - quality professional development for teachers and adequate mentorship for new teachers.

Our current system is laden with input regulations like textbook mandates, certification requirements, and notches on teachers» professional - development belts.

Professional organizations, such as the National Council of Teachers of English, the International Literacy Association, the National Council of Teachers of Mathematics, the National Science Teachers Association, and the National Council for the Social Studies, offer a variety of resources to foster the current and future development of educational practice.

Some of these might be categorized as efforts to build the capacity of the current system by simply paying for professional development sessions on particular topics; others might be thought of as attempts to change the system by developing new approaches to hiring, compensating, and evaluating teachers.

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

A recent white paper from Learning Forward and the National Commission on Teaching and America's Future (NCTAF), Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educator lTeachers Need to Make Professional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educatProfessional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educator lteachers and administrators to report on the current state of professional development and what it will take to transform it to really support educatprofessional development and what it will take to transform it to really support educator learning.

Research shows that teachers who earn a master's degree don't necessarily see an increase in student achievement, and yet current salary structures and professional development models are often tied directly to those macro-credentials.

In February 2015, the RAND Corp. surveyed its American Teacher Panel, a random selection of 1,129 K - 12 teachers, on current professional - development needs, focusing on topics related to the Common Core State Standards.

With the current emphasis on the professional development of teachers, I hope more school districts and schools of education will offer courses and workshops on this crucial, but undervalued, aspect of teaching.

In the current context however, before extra resourcing is made available it will be incumbent on teachers to demonstrate that professional development has a positive impact on student learning.

This issue of a need to capture those personal attributes of teachers alongside the elements of basic competence and effectiveness addressed in current national and jurisdictional accreditation and professional development requirements is discussed in a recent monograph (Bahr & Mellor, 2016).

The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.

Her current research focuses on market - based education reforms in urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development of inclusive classroom practices.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

The projects will take on various tasks, such as recruiting high - quality teachers, providing professional development to current teachers, improving textbook material, and encouraging students to take challenging coursework.

Teachers should also work closely with fellow team members and engage in ongoing professional development to keep up with current with best practices in their field.

While the cadres and council were chaired by teachers, and teacher influence on school directions, improvement plans, and professional development was reportedly strong, school personnel said that the previous principal played a more overt coperformance leadership role within those structures than the current principal.

Through this collaborative approach to professional development, university faculty can benefit from school district innovations, district teachers and administrators can benefit from exposure to current research and evidence - based practices, and residents can benefit from both.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Bonnie was joined by Bob Cabeza, Executive Director for the YMCA of greater long beach and 26 year youth development professional, as well as Trisha Beverly, veteran classroom teacher and current after school site program coordinator providing enrichment to youth participants and youth tutors in a rural Mendocino County District.

Yet teachers and administrators continue to testify that the current workshop, seat - time approach to professional development has not been working.

And assistance could be provided for current teachers in low - income schools to gain National Board certification and other professional development to improve their teaching skills.

The principal will also develop her capacity to gather data on the current reality of instruction at her school and to use this data to differentiate professional development for teachers.

Third, current pre-service teacher education and subsequent in - service professional development (PD) is characterised by very narrow conceptions about how teachers should teach — aided and abetted by the content of Australian State and Territory curriculum documents.

Whitehouse, P., Breit, L., McCloskey, E., Ketelhut, D. J., & Dede, C. (2006) An overview of current findings from empirical research on online teacher professional development.

The teachers in our district and on our adoption committee had participated in professional development on this topic but did not feel the current resources we had available gave our students enough of a foundation.

The strands advocate for: a) synthesizing our knowledge base and developing guidelines for a repertoire of supervision and mentoring practices; b) examining essential practitioner roles occurring in today's new partnerships and models; unpacking the teacher educator's boundary - spanning roles and practices; and teacher educators learning from others about current research and practices in professional development schools.

Additionally, research that takes the current project a step further and investigates the impact of improved teacher understanding and teacher - student relationships on student achievement will further strengthen the evidence base for drama as a teacher professional development tool.

Dept. of Information Technology and School Libraries, Newton This project will provide two targeted professional development workshops for K - 12 Newton Public School library teachers, increasing knowledge and professional practice in developing library collections that are current and accurately reflect the culture and experience of Muslim and Transgender students.

This mixed - methods study examined 38 teachers in a science educational gaming professional development program that provided baseline characteristics about personal technology use and post professional development workshop experiences to ascertain characteristics that align with diffusion of innovation theory and educational game development as a new innovation in current pedagogical practices.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

E4E - Chicago member Dee Farder discusses challenges surrounding current professional development for teachers in light of TNTP's recent report Mirage,...

While much of the current focus on teacher evaluation systems is centered on accountability, many have argued that it is equally, if not more, important to design and use evaluation systems to inform professional development efforts and improve student learning.

Evidence suggests that reading comprehension approaches need to be tailored to a pupil's current reading capabilities, so it is important that teachers receive professional development in effective diagnosis as well as training in the use of particular techniques and materials.

Teachers will have access to and be required to participate in professional development to learn about Native history, sovereignty, and current issues, with local Elders guiding curriculum development and implementation (see this Montana Education page).

Perhaps more importantly, the HI FIVES professional development and project as a whole centered around fostering teacher creation of SEGs for implementation in their classrooms, which both afforded opportunity for TPACK improvement and encouraged teachers to embed their current content and pedagogical knowledge within the games they would later implement in their classroom.

Ultimately, the professional development program focused on the current standards in science and mathematics at respective grade levels in order to incorporate seamlessly the educational game into the teachers» current pedagogical practices.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement.

Her current interests include teacher support and professional development, school climate and culture, research to practice, academic and social - emotional interventions, and systematic review writing in related areas.

The project will establish a collaborative teacher leader strand within FCPS's current professional development program to enhance communication and instructional practices between the district's five middle schools.

Teacher education and teacher professional development programs should increase future and current teachers» awareness of and experience with game - based learning environments designed to help students develop scientific inquiry skills and 21st - century skills (e.g., River City) beyond simple drill - and - practice games and simulTeacher education and teacher professional development programs should increase future and current teachers» awareness of and experience with game - based learning environments designed to help students develop scientific inquiry skills and 21st - century skills (e.g., River City) beyond simple drill - and - practice games and simulteacher professional development programs should increase future and current teachers» awareness of and experience with game - based learning environments designed to help students develop scientific inquiry skills and 21st - century skills (e.g., River City) beyond simple drill - and - practice games and simulations.

Third, current teachers need professional development.