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 believe all teachers should receive information on education policy and teacher advocacy. In the current system, teachers are far too removed from policy decisions that affect so much of what we do in our classrooms. I conceptualize the boot camps to occur throughout the US, much like the EdCamp model. A cohort of individuals would put together the Boot Camp content--a living, digital work-- and provide virtual and ...more »
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 »
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 »
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 »
My school has a small recess yard and cafeteria which causes many staggered recesses and lunches by grade level. The classrooms are also situated in the wings of the school roughly by grade level. All of this leads to teachers connecting only with other teachers at their grade level for most of the day. This builds little sense of community amongst the teachers in the school. One way that we are working to end this ...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 »
Let's elevate the role of NBCTs by creating professional learning teams in every state. NBCTs would work with state departments of education, the U.S. Department of Education, and other organizations to design and deliver professional growth initiatives for teachers in their state. NBCT teams, called Engines of Change, would consult with counties, districts, and school sites to support professional learning in America's ...more »
As teachers we are allowed sick days, personal days, professional development days and bereavement days. I would like to see school districts add Teacher Leadership Days that would be available to teachers. During their Teacher Leadership Day they could choose to visit other school districts, observe teachers in their own district ,go to meetings with legislators, sit in on meetings at the state level, union meetings, ...more »
Provide professional development opportunities for general education teachers at both elementary and secondary levels within our district and intermediate school district levels. Lead special education teachers would be provided time to prepare and organize professional development, and be paid if outside of school hours, to specific areas of need according to general education teachers. A common website would be created ...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.
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?