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Speaking from experience, I have significantly benefited from not only engaging in digital spaces but taking what I have learned and applying it to my practice, which I can readily show when asked or communicate through my blog. I have written in the past about the need to move from professional development (PD) to professionallearning.
The three-hour sessions were tailored by grade level and developed based on suggestions for growth based on the learning walks that were conducted. Feedback is a critical catalyst for professionallearning and growth. Feedback is a powerful tool for driving professionallearning.
Micro-credentials present a unique opportunity to link professionallearning to practice. Through each competency-based credential, educators demonstrate application of their learning. For districts to formally integrate micro-credentials into professionallearning, they must: Build awareness and encourage educator buy-in.
This blog is the second in a series sharing our Maker Learning team’s experience designing and facilitating this professionallearning experience. In our previous blog , we shared how our team designed the Maker Learning @ Home cohort professionallearning opportunity.
This will be easier to do if school leaders harness the talent on their campuses and create systems that encourage teachers to learn with and from each other. Professionallearning should not be relegated to a handful of all-staff training days. The members of the PLC determine the focus of their inquiry and learning.
Feedback loops can help identify what a teacher needs and strategies to implement to achieve a better outcome and can offer a valuable solution to challenges they face.
Only 29 percent of teachers say they’ve received AI-related professional development , with teachers in high-poverty settings less likely to participate in AI training than their peers. Although equitable access to AI in classrooms is a problem, professionallearning offers a solution.
Discovery Education invites teachers and administrators around the globe to participate in its 13th annual Fall VirtCon, which will be held this year on Saturday, October 19th from 11 AM to 3 PM Eastern.
Lincolnshire, IL – National momentum around the science of reading continues to increase and with it the demand for professionallearning for the entire school community. This need for professionallearning is compounded by a U.S. This need for professionallearning is compounded by a U.S.
BOSTON In 2024, more than 2,600 districts, schools, and state departments purchased or renewed licenses to Lexia Aspire ProfessionalLearning or the Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) professionallearning programs. For more information, visit www.lexialearning.com.
Professionallearning It is hard to meet goals and expectations to improve learning if consistent support is absent. Professionallearning develops and strengthens the expertise of teachers and administrators so they are better equipped to meet the needs of all learners.
That means no meetings, phone calls, emails, or mandated professional development. However, professionallearning support is also imperative, and there are other time-sensitive strategies that can be implemented. Scaling professionallearning is hard. It is even more challenging during a pandemic.
Here is how educational leaders can champion personalized professionallearning for their teachers: Needs Assessment: Start with the Individual One-size-fits-all professional development (PD) is a recipe for disengagement. A shift to personalized professionallearning can change this dynamic. Desimone, L.
Mike is also a thought leader in professionallearning communities (PLCs) and the PLC at Work process, advancing the work of his mentors Richard DuFour and Robert Eaker. He co-created the RTI at Work approach to systematic interventions.
After considering the required costs of DreamBox Math by Discovery Education—professionallearning, teacher salaries, and internet connectivity—researchers calculated a Return on Investment (ROI) of 196%.
Professional development (PD) is something that is typically "done" to educators. On the other hand, professionallearning is something they actively WANT to engage in to grow. In this piece of #EDvice below, I dive into a mindset shift from professional development to professionallearning.
The key is to continue to ensure systemic use K-12 to support pedagogically-sound blended learning , self-paced activities, and the continuation of quality learning during extended school closures. It can also set the state to the creation of a viable virtual learning option for students who prefer this model.
In this episode, William Coach Jeffery shares how tools like Flipboard and the Fediverse enable educators to take control of their professionallearning and curate content that truly matters. Youll learn how to: Escape algorithmic constraints using Flipboard. Use the decentralized power of the Fediverse to share and connect.
She will share her insights on creating professionallearning pathways and customizing education for both teachers and students. Her advice for empowering teachers as part of creating learning objectives for the school and their own personalized learning.
Organized professionallearning groups aim to change this. Frequently, these groups come in the form of a professionallearning… While rewarding, this can make it difficult to problem-solve or generate ideas in their jobs.
Leading professionallearning, teaching a lesson, participating in a PLC (professionallearning community), or flipping a faculty meeting are all ways that leaders can model the same practices that they want their staff to embrace. This is just one example. In my opinion, this statement pertains to any author or speaker.
The new DoS-MiddLES builds off the original Dimensions of Success for Out-of-School-Time (DoS-OST) system developed in 2009 under The PEAR Institute (NSF Awards #2101554, #1008591).
Chunked ProfessionalLearning Time is the most precious resource for educators these days. Just like with direct instruction, chunking professionallearning allows for needed support that is more targeted and specific. You can also consider utilizing must-do/may-do or a playlist with only a few options.
The fact remains that there was no professionallearning to prepare for the reality that everyone is facing nor a plan for something like COVID19. I always like to focus on the small wins when I am facilitating professionallearning with schools and districts. My favorites are Mentimeter and Padlet.
As I work with leadership teams, many are struggling to engage their teachers in professionallearning this year. They are excited about the potential of leveraging this technology to create more dynamic, differentiated, and student-centered learning experiences. Just as with students, every teacher is unique.
While this is undoubtedly important, it is also vital to gather input on professionallearning and resources that are needed— more of this down the road. From here, specific requests can be made for professionallearning support on personalized strategies. It’s no shock that their number one response is time.
Respectively, we work at Teaching Lab , the Research Partnership for ProfessionalLearning (RPPL) , and The Calculus Project , three projects that participated in the Gates Foundation’s K-12 AI Pilot Cohort. For example, teachers might learn to use ChatGPT to generate lesson plans or to compose feedback on student writing.
Many kids have flourished during remote learning as they have been able to follow a unique path or learn at their own pace. This might be one of the most valuable lessons learned during the pandemic and can be a catalyst to re-envision learning when schools re-open. Digital amplifies this process.
ProfessionalLearning Change will only succeed if the right supports are in place. Vision, purpose, and strategy become wasted efforts if job-embedded and ongoing professionallearning is not in place. Learning is the fuel of leadership. Change leaders understand this and use each strategically.
There should be no catch when a class is covered, and it should be up to the teacher as to how he or she will use this opportunity to either grade, prepare lessons, attend professionallearning, observe peers, or just put up their feet and relax. If possible, try to eliminate all of these.
Micro-credentials allow educators to continue their professionallearning on their own schedule, without having to leave their homes. This flexibility makes micro-credentials an ideal form of professionallearning during the COVID-19 pandemic. Digital Promise Product Certification.
He is most passionate about creating cultures of innovation where teachers are empowered to create the types of learning experiences today’s modern learners need to thrive. He’s the husband of a school counselor and dad of two children, all of which are far more important to him than anything shared above.
Finding time to engage in professionallearning can present a challenge for educators. So how can educators engage in professionallearning and find time to connect with other educators, when schedules and responsibilities make finding extra time difficult? How I have found time to connect and grow as an educator.
including access to coaching, the perceived effectiveness of coaching, and the existing financial and professional support for coaches. We partnered with Learning Forward to design and distribute a national survey to a robust network of coaches, educators, and administrators committed to professionallearning.
Thus, providing support in the form of professionallearning is something that all districts and schools should be investing in, whether internally or externally.
They also shared that the facilitation of professionallearning improved, a greater reach was achieved thanks to technology, previously unknown teacher strengths were unearthed, and there was the ability to get into more classrooms. What are your exemplars of effective remote or hybrid teaching and learning, and why?
Building principals and teachers working together to process and reflect on each coaching visit combined with an intrinsic motivation to improve epitomize outcome-based professionallearning goals. For more remote and hybrid learning strategies and resources click HERE. Under the current circumstances, I would agree.
ProfessionalLearning Typical means of professional development (PD) such as drive-by events, one-off workshops, or book studies, while having value, will not lead to impactful virtual learning at scale. There needs to be a shift from “PD” to professionallearning that is ongoing, job-embedded, and research-aligned.
During my years as a teacher and principal, I would spend countless hours planning, researching, and attending professionallearning events to hone my craft in order to become a better educator. While others might disagree, such as my mom, I pride myself on being extremely resourceful. However, this was not always my strength.
Facilitating professionallearning using video conferencing tools is exhausting. A healthy combination of sound pedagogy, professionallearning support, feedback, and reflection will help any educator grow and improve their craft. I need to get something off my chest. Have you heard of Zoom fatigue?
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