Like students, teachers are being assessed with a one-size fits all mentality. Not all classrooms are balanced in terms of ability, income, language proficiency, emotional stability, and behaviors to name a few. Yet, teachers need to reach the same levels of achievement whether their students attend 180 days a year or 80 days a year. Many classrooms have disproportionate percentages of student demographics and needs. ...more »
I would like to start a professional development program in our district that provides an opportunity for teachers who teach similar subject/grade level time to collaborate. This would be professional development that is on a larger scale than just department or team meetings. For example, all US History teachers(from both of the high schools in our district) meet to share best practices.
In many classrooms, especially in low-income schools, we see dedicated teachers whose students are not making expected progress. These teachers often receive pressure and attack from other teachers, parents, and administrators. This pressure, intended to motivate, increases stress and anxiety for struggling teachers and is counterproductive. Building a professional community beyond the school increases confidence and ...more »
Teacher leaders play a critical role in fostering a culture of collaborative learning in schools, increasing teacher effectiveness and retention, and most importantly, advancing student progress. These educators are at the core of Professional Learning Communities (PLCs), catalyzing collaboration, modeling effective practice, and leading colleagues in deepening their knowledge. Teaching Matters seeks to recognize ...more »
Our new teachers meet with instructional coaches for five seminars outside of the school day in their first year. This year, we incorporated what I call "Instructional Round Playground." This is how it works. We show our new teachers a portion of a Teaching Channel video. Then, as if we were taking part in an instructional round together, we focus on identifying examples of excellence in teaching. It's amazing what ...more »
Teachers would be given a year to take their knowledge and teach at another district as an exchange program. Incentive would be an extra stipend and paid travel expenses.
This could grow into even trading for a need like math teacher for a science professional.
This is a year-long residency experience and hybrid teacher role. Match a new special educator and paraprofessional with an experienced (preferably NBCT) mentor special educator (MSE) and trained paraprofessional (para) in a self-contained classroom. Have the MSE train the new educator; the para trains the new para. For the 1st marking period both teachers are in the classroom with both paras. She observes the new teacher, ...more »
Sometimes beginning teachers do not have the support system of a mentor, or a PLC, or an immediate colleague, to help them create innovative teaching. Immediate inspiration could be achieved by the "I.N.S.P.I.R.E. Nation Network" and could be the uncomplicated resource to help new teachers find the help they need, immediately. District Professional Learning departments simply create a "go-to" online site on their main ...more »
My teaching has been transformed by being a part of a meaningful collaboration that has been maintained weekly for the past 4 years. With 7 current members across 5 different schools, we work together towards our common goal of helping students learn IB physics. We are committed to staying in alignment with each other because it enables our collaborative community to be more powerful. Therefore, we make decisions by ...more »
In September 2012 our public preschool teachers and administrators began the process of aligning all aspects of our preschool programming with the Pre-K Framework for English Language Arts & Literacy and Mathematics Incorporating the Common Core State Standards. Although in the beginning our work focused on redesigning our preschool curriculum for children who are three – four years old, over time it expanded to include ...more »
I would like to increase teacher voice at the district office, not just telling them what the problems are, but actually being on committees that help offer solutions to the problems. What are some ways we can do this?
The teaching profession changes so fast (data, technology, culture, etc.) while many teacher preparation/credential programs remain behind-the-times, not adequately preparing teachers for current or future classrooms. Just 1 example: - All levels of educators indicate data use as being important (Marsh et al., 2005), yet - training programs for teachers have generally not addressed data skills & data-informed decision-making ...more »