Through the Montgomery Institute, we want to identify, train, and support 50 teams from large urban systems in deepening their work to advance the value proposition for the profession of teaching. There would be a special emphasis on increasing the number of systems seeking to lead the policy debate on teacher evaluation through the design and implementation of Peer Assistance and Review (PAR) Programs. The Montgomery ...more »
As a Title One, English Language Learner (ELL) magnet school, we have always been challenged to raise the expectations for our students in an effort to decrease the achievement gap. Our staff accepted the challenge enthusiastically as we implemented a newly aligned English Language Arts curriculum to the Common Core State Standards (CCSS) that had been written solely by a team of in-district teachers. The new curriculum ...more »
As a physics teacher, I spend too many PLC days joining another group because I'm the only physics teacher in the school. A better use of my time, I believe, would be to meet with other physics teachers in an interschool PLC setting.
It seems like a simple idea but we are not doing it in our district. Suggestions from those who have implemented a cross school PLC?
I am currently connecting a research study on the benefits of aligning professional development to the teacher evaluation system in order to improve instructional practice (and thus, student achievement). The purpose of my study is to gather data regarding the alignment of professional development needs with a district’s teacher evaluation system. These district teacher evaluation data, along with information gained ...more »
STEM Education requires that teachers have the capability to develop learning modules that engage and integrate Science, Technology, Engineering, Math and ELA. The current Problem Based Learning (PBL) Regional Summer School program has led to a decrease in discipline referrals and absence and an increase in passing rates and engagement, as shown by action research. However, it has been in place for ten years needs re-development. ...more »
As teachers we are often viewed as experts but in the era we live in, we need to become expert learners, constantly searching for deeper understandings and new skills to address unfamiliar problems. Letting go of that image of expert is harder than it sounds. Raising questions & challenges that we want to ponder and invite others to think and learn along with us can be a new and enlightening journey. So, for example, ...more »
School districts allocate time and funds for new teacher induction programs yearly that do not meet the diverse needs and circumstances of the incoming staff. Frequently, the experienced yet new teacher receives the same professional trainings and induction expectations as the novice teacher. While an experienced teacher typically requires an understanding of school wide initiatives and protocols, fresh -out- of- college ...more »
Teachers undergo a year long action research project in their classroom. Teachers meet as a group to support the development of their project and a professional learning community among. The meetings also focus on the best practices in action research that can be incorporated into their project. At the end, teachers present to their colleagues their projects. The action research process begins by identifying a problem ...more »
"Teacher leadership" is a popular notion these days; everyone seems to agree that it is vital to school success - so much so, in fact, that some states even offer it as an "add on" endorsement to a license! For the most part, though, teachers interested in becoming teacher leaders either have to be identified by traditional school leaders (like the principal) or enroll in a formal teacher education program. But wouldn't ...more »
When I started at my school, there was no orientation for new teachers. During that school year I would often think "I wish I had known that before now". I documented all of those items during the year and, with my principal's permission, created a new faculty orientation workshop. I lead it during a 1/2 day before the start of the school year. We go over important culture and practice items for our building, those ...more »
Solid instructional design is grounded in identifying clear learning targets and creating an assessment plan to insure that the instructional goals have been achieved. Unfortunately few tools exist to allow teachers to collaboratively create common learning objectives and valid and reliable assessment tools aligned to those specific learning objectives. A new paradigm of education assessment development and deployment ...more »
OVERSEE AND REINFORCE TEACHERS/PARENTS VOICE IN SCHOOL SITE COUNCILS. Teachers want their voices to be heard in the decision-making process that impacts their practice. This is my 19th year as a teacher. I just finished my 2-year term as an elected chair of my school’s site council. In my experience, most school site councils, at least in San Francisco, are a smoke-screen to make it look like teachers’ and parents’ ...more »