Not exact matches
Experts fight too, of course, and
professional cultures are also corruptible, but it avoids the very difficult task of
teaching an entire society how to examine the issues, think them through, and arrive at a reasoned decision.
If
culture is the way people think and feel and behave as a people, and if spirituality is the way we live out the life and
teachings of Jesus in this particular
culture at this particular time, then the questions for thinkers, writers, theologians, and religious
professionals must become: What cultural realities are challenging the Gospel now?
Co-sponsored by the German - American Fulbright Commission and the German Academic Exchange Service (DAAD) the Summer Academy aims to offer
professional development in areas relevant to the
teaching of German including German language, literature and
culture as well as in
professional and higher education.
We
teach and guide
professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish
culture and communication.
It depends on a strong
professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into
teaching practices, as well as leadership that fosters and supports that
professional culture,» Ingvarson says.
Domain 5 — the idea of teachers in the school sharing and showcasing best practice to support
professional learning of others, and this idea of a self - reflective
culture, focus on improving classroom
teaching, that was... this really informed our vision.
This means a world of teachers who lead and leaders who
teach, a world where school leaders and teachers have the POWER TO DECIDE how to spend their resources, how to build their programs and school
culture, how to support their own
professional development, and — most importantly — about who gets the privilege of working alongside them.
To support, sustain, and continue to critique
teaching and learning vigorously, there needs to be an entirely new
professional development
culture in this country.
Most of the crucial decisions about how U.S. schools run and who
teaches what to whom in which classrooms are still made in 14,000 semi-autonomous school districts, nearly all of them run by locally elected school boards, often with campaign dollars supplied by those with whom they negotiate collectively, and managed by
professional superintendents, trained in colleges of education and socialized over the years into the prevailing
culture of public education.
Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based
teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a
culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of
professional practice.
Kardos and Liu randomly selected a sample of 110 new teachers in New Jersey
teaching at both charter and non-charter public schools, and surveyed them about their experiences with the hiring process and the
professional culture.
Careful design, highly skilled
teaching, and a degree of compromise among teachers and parents who come from different
cultures and
professional backgrounds are all required.
Video can be a powerful
professional learning tool for nurturing the
culture of
teaching, learning, and connecting ideas and innovations.
His core
professional interest is in establishing highly effective performance and development
cultures within schools — built on contemporary
teaching and learning practice, including blended and personalised learning styles.
School practices are organized into eight categories: student focus and support; school organ - ization and
culture; challenging standards and curriculum; active
teaching and learning;
professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of success.
Participating schools self - assess their digital technology deployment under five headings, namely, Leadership and Vision, Digital Technology for Learning and
Teaching, School
Culture,
Professional Development and Resources and Infrastructure.
In order to increase innovative
teaching practices, the report recommends increased collaboration among teachers, a school
culture that offers a common vision of innovation and support for new types of
teaching, and
professional development that provides teachers opportunities to experiment and apply innovative
teaching methods.
Designed to scale digital transformation and re-image the
culture of
teaching and learning, Discovery Education's Digital Leader Corps is a three - year +
professional learning partnership for educators and school leaders.
-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity
Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent
Teaching — October 15, 2014 New Website on Teacher - Led
Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity
Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity
Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity
Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity
Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Culture?
The best schools in our study took this broader view of
professional development and developed their leadership,
culture and
teaching through a variety of different coaching, mentoring and development programmes.
Let's look at this on two levels 1) whole school strategic approach 2) Impact to
professional development, ethos and
culture of
teaching and learning.
Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language
Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy,
Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS
Professional Counselor
Professional Development in Education
Professional Educator
Professional School Counseling PROFILE: Issues in Teachers»
Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and
Teaching Psychology
Teaching Review Public Services Quarterly
All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school
culture; provide high - quality
teaching with ongoing
professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.
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
It starts with transforming the
professional culture of
teaching, and building teacher effectiveness.
This research raises questions about
professional development, student learning, and school
culture to guide future research: What are the effects of arts integration on teachers» beliefs about
teaching and learning and on their own practices?
Schools that follow the Turning Points model engage in improving learning,
teaching, and assessment, building a
professional collaborative
culture, engaging in data - based inquiry and decision making, and creating structures that support high achievement and personal development.
Actively recruiting top talent and making the job search
professional and exciting will help us better serve our students and build the
culture of prestige the
teaching profession deserves.
Guided by «Transformation Education,» (TranZed), the programs within the Alliance focus on
teaching child - serving
professionals to think in context with the goal of creating a flexible
culture that serves the individual needs of each child.
When educators create a
culture of inquiry,
professional learning eventually comes to be expected, sought, and an ongoing part of
teaching and school life (Lieberman, 1995; McClure, 1991; McLaughlin, 1991.).
The HOT APPROACH is an innovative delivery system that provides teachers,
teaching artists, administrators, parents, and arts organization educators vital
professional development, resources, tools and strategies to develop, deepen and expand effective practices in standards based arts education, arts integration, school
culture change and leadership development.
Teacher leaders (1) foster a collaborative
culture to support educator development and student learning; (2) use research to improve practice and student learning; (3) promote
professional learning for continual improvement; (4) facilitate improvements in instruction and student learning; (5) promote the use of assessments and data for school and district improvement; (6) improve outreach and collaboration with families and community; and (7) advocate for student learning and the
teaching profession.
The HOT APPROACH is an innovative delivery system that provides teachers,
teaching artists, administrators, parents, and arts organization educators vital
professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school
culture change and leadership development.
The late Ronald Thorpe, former President and CEO of the National Board for
Professional Teaching Standards, introduced his 2014 New England Journal of Public Policy article on «Sustaining the Teaching Profession» with the notion that the culture of the teaching profession must expand and change in order to achieve the essential goal of advancing learning for all s
Teaching Standards, introduced his 2014 New England Journal of Public Policy article on «Sustaining the
Teaching Profession» with the notion that the culture of the teaching profession must expand and change in order to achieve the essential goal of advancing learning for all s
Teaching Profession» with the notion that the
culture of the
teaching profession must expand and change in order to achieve the essential goal of advancing learning for all s
teaching profession must expand and change in order to achieve the essential goal of advancing learning for all students.
The elements that create a positive
teaching culture are well established in the
professional literature.
I might be able to
teach my class by myself but in a school with an effective
professional learning community
culture, I depend on my peers (and they depend on me) to help me understand what my students need and how I am going to get results.
To forge an enhanced
teaching culture that advances both the
professional standing and careers of teachers, and learning for all students, CTL urges all districts and schools to explore ways to implement these shifts in attitudes and approaches, both informal and more comprehensive.
While she agrees that standards can help shape better
teaching for all students, she warns that without careful attention to
professional development and the impact of a school's «
culture» on change efforts, standards could further penalize students who are already overlooked and underserved.
Learn how quality goal - setting and targeted coaching affect the
culture of
teaching and learning at your school - and what you can do to lead a more empowered community of
professionals.
Through this model, afterschool
professionals learn how to develop their own social - emotional skills and how to create a
culture of SEL by integrating WINGS» explicit and implicit curriculum that
teaches students how to cultivate positive relationships, make good decisions, and manage their emotions.
The HOT Approach is an innovative delivery system that provides teachers,
teaching artists, administrators, parents, and arts organization educators vital
professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school
culture change and leadership development.
Once staff
culture has been established to reinforce a
professional growth mindset, school leaders can shift focus to the
culture of
teaching and learning within classrooms.
By coaching for
cultures of continuous improvement and powerful
professional learning communities focused on student achievement, CES worked with educators to support and promote innovative and effective
teaching.
As teams of teachers in schools choose to pursue
professional teaching standards and Board certification, they create more collaborative
cultures among staff, generate new teacher leadership capacity, and address pressing
professional learning and student learning needs.
More and more, schools are seeking to retain teachers by creating collaborative
cultures through
professional learning communities, or PLCs; critical friends» groups, or CFGs; or teams comprised of grade level or content teachers who meet daily to discuss
teaching and learning, student progress, and share best practices.
Both Standards recognise that high - quality school leadership is the practice of positively influencing individual and collective
teaching expertise in a
professional learning
culture to secure a strong rate of progress for all learners.
Excel's greatest strengths are our strong school
culture, rigorous academic program, quality
teaching staff, and
professional culture.
It may seem obvious to many that teachers should be treated as
professionals — applying their knowledge, experience, and expertise to the complex work of instruction — but the
culture and traditions of schools have continually undermined efforts to give
teaching a truly
professional status.
We set out to drive better child outcomes by conceptualizing and designing a
Professional Development Intervention that cultivated instructional leadership and instilled
cultures of collaboration that successfully impacted
teaching and children's learning.
Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as
professionals, and
teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching,
professional learning communities, peer - to - peer
professional development, and co-
teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school
culture and achievement.21