The number of immigrants arriving in Boston continues to increase and thus, our responsibility to serve our ELL students is at an all time high. Concurrently, we also have the responsibility to support our students mastery over the CCSS. Although these two trends exist, there is both a lack of conversation about what it means to teach mastery of the CCSS to very low ELL students (ELD levels 1, 2, and 3) and a lack of ...more »
Teachers have so many frustrations with a variety of aspects of education. Teachers should take more control of their own profession. This requires us to be more knowledgable about policy at federal, state, and district levels and to learn how we can give input on policy and work to influence it. I am doing a fellowship at US ED this year and would love to bring teachers in on a regular basis to see what ED does and ...more »
To Create Teacher Advisory Boards at the District or County level.
Teacher Advisory Boards help bridge the gap between policy and practice, empower teachers as leaders, Experts, and professionals, and ensure that the best interest of students is at the forefront of policy conversations and decisions.
Academic Resiliency is relevant to classroom and special education teachers, school counselors, directors of student support programs and anyone who wants to increase student achievement and persistence for under achieving students. "Academic resilience" occurs when there are cumulative "protective factors" internalized and/or practiced by the student. Academic Resilience is not a single skill, or process, it is a combination ...more »
Initiating discourse in the classroom has ignited intellectual student conversations which reflect student’s true desire to learn and read selected articles. Discourse also proved an understanding and comprehension of the text which showed a 10-15% increase in scores on both formal and informal assessments. Allowing students to sit back and talk about there individual understanding of a text allows students to engage ...more »
An opportunity for teacher leadership growth exists between pre-service teachers (PSTs) and current teacher leaders (TLs). What I envision is a partnership between a college of education and a local K-12 school. Relationships between these institutions exist for observation and student teaching experiences, but not as frequently for experiences outside the classroom– or at least, not with a focus on teacher leadership. ...more »
Partnering with local community Centers and businesses to offer locations in neighborhoods for parents to come and get lessons on how to help their kids with their homework, completing financial aid paperwork for students, how to locate medical resources in the community, etc( whatever the needs may be). Having teachers in Core subject areas and required electives of the high school tutor/ teach parents how to help their ...more »
Every school probably has a classroom teacher who is looked up to as a mentor. They are the ones with the above average evaluation scores, have highly effective classroom behavior and management skills, is knowledgeable in all subject areas, and is well-liked by their peers. These are the seasoned teachers who have mastered the classroom environment, but are not serving in an administrative role in their school. ...more »
National Board Certification can be the foundation for Professional Learning Communities in schools. Establishing a truly shared model of Professional Practice—created and implemented by teachers within one organization—is critical for developing a school-wide culture of rigor and professional growth, especially one that benefits all students and helps build the instructional practice of teachers. Simultaneously, the ...more »
I am working on re-designing my middle school’s computer technology course offerings. I pitched the idea of changing our CS program to be focused on computer science, programming, and electronics instead of the use of computer applications. For our required sixth-grade intro to tech class, we’ll include a unit on computer programming and data. For elective seventh- and eighth- grade classes, we will now offer two courses. ...more »
Too often professional development days are one size fits all for teachers. Topics and training are usually selected by the administration and everyone attends regardless of their readiness level. Why can't professional development be differentiated much like teachers differentiate lessons for our students? Simply put there is not enough time. How can administrators with everything else they are charged with, assess ...more »
Prior to becoming Assistant Principal, I taught high school English. Toward the beginning of the year, I was feeling inundated with policies and procedures, coming both from the greater school culture and my own bag of teaching tools, needing to be imparted to my students. To "make a meaningful moment" with each procedure, I created a "Procedural Potluck" diagram of a bowl and posted it on a large piece of posterboard ...more »