Craig Kemp's (@mrkempnz) four ways to improve
teacher professional learning include encouraging social media use for anytime, anywhere learning, establishing a «coaching pedagogy,» and making learning «fun and personalized.»
As part of this task force, Allison served as the Chair of the Personalized Professional Learning Committee and worked with leaders from across the state to ensure
teacher professional learning includes the following key elements:
Not exact matches
Each weekend builds on what was
learned the previous week, and
includes a practice training race where
professional cycling
teachers ride with you and teach you during the «race.»
She has participated in numerous
professional development opportunities to improve her astronomy teaching,
including the National Optical Astronomy Observatory's (NOAO)
Teacher Leaders in Research Based Science Education Program where Ms. Sepulveda
learned to bring authentic astronomy research into the classroom.
Besides connecting
teachers through discussion forums and e-mail lists, the
Learning Center contains thousands of free resources (
including many webinars) and tools — such as a PD Indexer, portfolio system and personal library — to organize resources and keep a record of
professional growth.
Summit's PLP (a free platform that comes with
professional development tools and customizable,
teacher - created, project - based curricula,
including virtual textbooks, curated resources, and assessments) allows students to
learn at their own pace, track their progress, and reflect on feedback.
In her synthesis of research on effective
teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles,
including: providing
teachers with opportunities to drive their own
professional development, allowing
teachers to work collaboratively to
learn and apply evidence based practices, establishing a
professional learning culture that provides a safe and authentic environment for
professional enquiry and ensuring school leaders take an active role in developing
professional learning, and maintaining momentum within schools.
In Boston, MCAS is an important part of a seamless standards - based reform effort that
includes clear expectations for what students should
learn, curriculum aligned with the standards, high - quality instruction and
professional development to help
teachers improve their practice, and assessments that provide students with a way to demonstrate what they have
learned and how they can apply it.
Several online
professional learning networks can also help to support
teachers with technology integration,
including: International Society for Technology in Education (ISTE), Classroom 2.0, and Edutopia's Classroom Technology discussion group.
An effective
learning culture in a school has a number of key features,
including: engaging
teachers in collaboration, using data to inform decision making and
learning activities, conducting
professional learning that is based on current research and identifying the impact of
professional learning on staff and student outcomes from the outset (AITSL, 2013b).
Do provide your
teachers with excellent
professional development,
including in - school time to prepare,
learn in partnership with one another, and get support.
Often there are
teachers that are keen to try out new ideas and approaches,
including to their own
professional learning.
The database
includes information about each student's classroom
teacher in a given year, which allows us to estimate how much the student
learned in that year and to connect that information to such
professional characteristics as
teacher certification, acquisition of a master's degree,
teacher experience,
teacher test performance, and the specific school of education the
teacher had attended within Florida, if the
teacher had attended one of the eleven schools for which adequate numbers of
teacher observations were available.
The finding of AL projects are shared with all
teachers via whole school
professional learning,
including TeachMeet style presentations, and the reports are available for all staff.
These supports
include additional funding of $ 20,000 per school (up to a maximum of $ 170,000 per district) for superintendent and principal mentoring and monitoring; $ 15,000 for
teacher release time for job - embedded
professional learning; 2 provincial
professional learning sessions for principal and
teacher teams from all schools involved; and Ministry developed documents, resources and facilitation,
including tracking templates for the collection and analysis of quantitative and qualitative data.
Some of the key themes
included the importance of building positive student -
teacher relationships, maintaining wellbeing,
professional learning, and never losing your sense of humour.
Important places for me to stop along my path
include: undergraduate professor in a college - based
teacher education program,
professional development specialist for
teacher collaborations, and director of community - based
learning center that uses culturally responsive arts for academic support and life skills.
The Regional STEM Centre organises and hosts regular
professional learning events, workshops and an annual conference, providing PD for a large chunk of
teachers from the area, while student initiatives
include the Little Professors program where senior students work with their primary counterparts to engage them in STEM.
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.
SLRC translation endeavours have
included teacher professional learning sessions, conference presentations, research papers, and the development of undergraduate and postgraduate course work.
In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines
including close monitoring of each student's academic progress, an explicit link between students» outcomes and
teachers» practices, weekly 90 - minute
professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and
teachers» responsibility for student
learning.
Most
teachers believe that the new standards promise better
learning for their students, and a majority say that their schools have already made progress toward implementing the standards,
including relevant curriculum changes and
professional development.
According to new findings,
including students with Down syndrome in mainstream maths lessons in the primary years is achievable, but
professional learning for
teachers is vital.
Associate Professor Clarke told RD: «
Teachers and teaching teams benefit from initial
professional learning that clarifies the nature of both inclusive practice and Down syndrome,
including practices that help students
learn to «do school».
That
includes attending
professional development workshops with their
teachers, to
learn what they are
learning.
Teachers meet in small - group
professional -
learning communities to discuss issues that relate to student
learning,
including technology integration.
The academics found that
teachers working with Down syndrome students need
professional learning at the outset,
including syndrome - specific information, followed by an ongoing, staged program looking at teaching specifics as their
professional development needs evolve.
Now Tomberlin is working with
teachers on several areas that could be
included in the evaluation system: content pedagogy, participation in
professional learning communities, student surveys,
teacher work product,
teacher observation, student
learning objectives, and value - added measures to determine if students have achieved a year's work in their subject.
Sharing interests
including: students and adults as learners, the preparation and
professional work of
teachers, the organization of schools, and the role of communities in
learning.
Included in Education Week's lineup of print editions are three high - profile annual reports — Quality Counts, Technology Counts, and Leaders To
Learn From — and a mix of popular reports on such subjects as literacy instruction, personalized
learning, student assessment, school principals, and
teacher professional development.
Topics of discussion
include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math
learning gaps • Building
teacher capacity through TRUE
professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong
learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.
The Maths Pathway package
includes tools,
professional learning and consulting support allowing
teachers to overcome the practical problems of differentiation.
Frequent topics
include school improvement, leadership, standards, accountability, the achievement gap, classroom practice,
professional development,
teacher education, research, technology and innovations in teaching and
learning, state and federal policy, and education and the global economy.
These
included redesigning programs to align with NCATE's ambitious accreditation standards and closing programs that did not meet the standards; upgrading administrator licensing requirements for pre-service, induction, and ongoing
learning; coordinating all in - service
professional development for school administrators through a state - level leadership institute; and creating an innovative year - long, fully funded sabbatical program to train
teachers for the principalship in programs that offer a full - year internship.
Teachers as Owners: A Key to Revitalizing Public Education demonstrates how being an owner rather than an employee can give teachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning comm
Teachers as Owners: A Key to Revitalizing Public Education demonstrates how being an owner rather than an employee can give
teachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning comm
teachers control of their
professional activity,
including full responsibility and accountability for creating and sustaining high - performing
learning communities.
In her District Administration article «Sustainable
Professional Development,» Susan McLester
includes substantial information about the creation of
learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its
teachers create and sustain the new skills, practices, programs and methodologies they want to implement.
Maine's ESSA plan states that in order to ensure that all students have access to excellent educators, all the systems in place to support
teachers —
including the procedures, programs, and operators responsible for recruitment and selection; preparation and licensure;
professional learning and growth; compensation; and career pathways — must be aligned and part of a common framework.
Responsibilities and
learning include: strategic analysis and evaluation, resource and operational management, leadership and
professional development to address
teacher and student needs, teambuilding, bi-weekly cohort discussion and reflection, and additional cohort responsibilities.
The recommendations
include building a continuum that supports
teacher growth; strengthening entry into the profession; improving ongoing
professional learning,
including pathways to Board certification; and creating opportunities for
teacher leadership.
Learning Sciences International supports states and districts with exclusive implementation and redevelopment services on Dr. Marzano's Causal Evaluation Model
including training evaluators with high degrees of observer accuracy and inter-rater reliability and offering the iObservation companion data system for data collection, classroom observation,
professional development, feedback to
teachers, and final evaluation.
Some specific actions steps
include providing
teachers time to meet in grade - level
professional learning communities, improving school climate by addressing discipline challenges, or helping
teachers formulate an essential question to focus on, e.g..
High - Quality
Professional Development for All Teachers: Effectively Allocating Resources: National Comprehensive Center for Teaching Quality issue brief includes how to find time and estimate costs for professional learning and repurpose existing time http://files.eric.ed.gov/fulltext/
Professional Development for All
Teachers: Effectively Allocating Resources: National Comprehensive Center for Teaching Quality issue brief
includes how to find time and estimate costs for
professional learning and repurpose existing time http://files.eric.ed.gov/fulltext/
professional learning and repurpose existing time http://files.eric.ed.gov/fulltext/ED520732.pdf
Career Lattices — PICCS schools offer educators opportunities to grow while remaining at their school,
including a clear promotion process based on performance as well as leadership roles such as becoming a mentor
teacher or coach for a
professional learning community or data team.
These «predictive» or «formative» indicators
include in - school factors such as strong classroom assessment and
professional development for
teachers, and out of school factors such as health care, housing, nutrition, and availability of high - quality pre-school; whether educators are using information in a reasonable way to improve teaching,
learning and school quality; and whether the state and federal governments are providing positive support in these areas.
Chesapeake Bay Foundation provides
teachers and students a variety of educational opportunities and resources to
include field programs and
professional learning experiences.
A:
Professional learning opportunities for teachers — including instructional coaching, as well as pull - out professional development and other forms of teacher collaboration — are components of a larger system of supports for instructional i
Professional learning opportunities for
teachers —
including instructional coaching, as well as pull - out
professional development and other forms of teacher collaboration — are components of a larger system of supports for instructional i
professional development and other forms of
teacher collaboration — are components of a larger system of supports for instructional improvements.
Ongoing
professional learning includes: a three - day intensive summer training followed by weekly meetings with a school - based T3 coach; regular
teacher - leader cohort meetings and
professional learning for
teacher - leaders across the district or region; an annual conference; participation in an online collaboration platform.
This curriculum was then combined with strong
teacher development and leadership,
including a mentor system, regular observations and feedback, and
professional learning communities.
His areas of research
include the impacts of organizational resources on
teachers» participation in
professional learning,
professional development activities on
teacher outcomes and student achievement,... More»
These goals naturally align with ASCD's many
professional learning programs —
including conferences, institutes, publishing, and digital products — and commitment to
teacher leadership,
including as a partner in the Teach to Lead initiative.