background preloader

Delivering PD

Facebook Twitter

What is Lesson Study? Critical Friends: Looking at Student Work. Looking Collaboratively at Student Work: An Essential Toolkit. Siderbars:Some Guidelines for Learning from Student Work The Collaborative Assessment Conference The Tuning Protocol: A Process for Reflection on Teacher and Student Work The Primary Language Record & The California Learning Record The 'External Review' of Portfolios and Exhibitions Making the Whole Student Visible: The Descriptive Review of a Child Surfacing the "Opportunity to Demonstrate" Factor Sampling a "Vertical Slice" of Student WorkWhat to Look for in Student Work: Some Standards for 'Authenticity' Examining Student Work: A Constructivist Protocol For More Information Looking closely together at student work can unveil a treasure trove of insights to guide school communities as they reflect on their purpose, assess their progress, and plan strategies for reaching all children better.

It's scary work, though, and respectful protocols can help. In the two years after their nine-month-long project, the death rate among their patients fell by an astonishing 25 percent. How To Improve Your Teaching With Video. How PD can benefit from international models | eSchool News | eSchool News | 2. From her studies, Grant and her colleagues discovered that in China, teachers have about 24 hours of planning time per week, but in the U.S., teachers have only about 5 hours. More collaborative planning takes place in China, and it is a critical part of the country’s PD. In the U.S., PD is much more isolated. Part of that is due to desk arrangements–in China, teachers typically have a desk in the same room, and being in a common area lends itself to more collaboration and sharing. In the U.S., teachers typically have a desk in their classrooms and are isolated from their peers. “If you think about PD in the U.S., we have PD days that are set aside–it’s kind of divorced from our everyday work,” Grant said.

Removing PD from its silo in the U.S. would take quite a bit of effort, Grant said, including thinking about how the U.S. structures its educational system, what school days look like, and changing planning time as it exists now. Student Teacher Blogging. My pre-service teachers spend about 20 hours doing observations in a local school, and I invite them (require them) to blog about their experiences. Like many things in education, the blogging requirement in my classes was not the result of carefully-crafted foresight.

My course is designated a writing-intensive course at MIT, which means that students have to write and revise at least 20 pages of text throughout the semester. Since I don't need them to do a longer research essay, I have them do four shorter pieces of writing throughout the semester. If I were designing a teacher education program from scratch, I wouldn't have necessarily thought, "I bet the best way to evaluate student competencies as they develop a deeper understanding of teaching and education would be through four five-page papers. " But, as I explain to students, every teacher operates under constraints set by larger institutions that can seem arbitrary, and often the best thing to do is make the best of them. EduSlam |

Teachers: Finished products or works in progress? Top performers in any field have one common characteristic: they are always trying to get better. If given a box to check on whether they are “finished products” or “works in progress,” they would check the latter. Carol Dweck’s research would refer to this difference as a fixed and growth mindset. These top performers accept and embrace performing before an audience because most of their real work is not done in the spotlight; it is done in practice and rehearsal.

These top performers are able make sure they are ready and prepared before they step into the spotlight of a performance or event. They are “works in progress” who at a given time, perform publicly as “finished products.” These top performers persist in their efforts to get better, even in the face of criticism and failure. Teaching is another field of endeavor where the top performers view themselves as “works in progress.” Practice talking about practice. From isolation to improvement: Rethinking peer observation. Teaching is an isolating profession — we have so few opportunities to collaborate and learn from one another. Peer observation has long held the promise of helping teachers overcome professional isolation and improve their satisfaction.

But it has struggled to gain momentum because we traditionally perform it upside down. At least three challenges impede the usefulness of peer observation as we know it. First, the purpose for the observation is often unclear, making it difficult to know whether objectives were accomplished. Second, since teachers work in the “land of nice” for most of their careers, their peer observation experiences tend to sidestep open acknowledgment of teachers’ weaknesses, and fail to dig beneath the superficial.

Teacher-driven observation By changing the purpose, leader and target audience, teacher-driven observation (TDO) essentially flips the traditional peer observation concept on its head. The primary function of TDO is to collect data. Trent E. The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. Reprinted with permission from the chapter entitled " Professional Development for Science Education: A Critical and Immediate Challenge," by Susan Loucks-Horsley. National Standards & the Science Curriculum, edited by Rodger Bybee of the Biological Sciences Curriculum Study.

Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996. For more information call 1-800-KH-BOOKS (542-6657). Another framework that has implications for the practices of professional development acknowledges that learning brings change, and supporting people in change is critical for learning to "take hold. " One model for change in individuals, the Concerns-Based Adoption Model, applies to anyone experiencing change, that is, policy makers, teachers, parents, students (Hall & Hord, 1987; Hord, Rutherford, Huling-Austin, & Hall, 1987; Loucks-Horsley & Stiegelbauer, 1991). The concerns model identifies and provides ways to assess seven stages of concern, which are displayed in Table 3. 3 Simple Steps to Do-it-yourself Professional Development.

Professional Development | Viewpoint 3 Simple Steps to Do-it-yourself Professional Development By Meg Ormiston06/21/12 Today, every teacher needs to be in charge of his or her own professional development, if for no other reason than district budgets require everyone to be so much more creative. However, there needs to be a balance between the formal and informal. Formal professional development would be workshops, conferences, and college classes. Watch and learn...everyday Attending a conference or a workshop outside the district is a great way to broaden your exposure to new theories and methods as well as to network with other people but, in most cases, there is a cost associated with formal learning opportunities, as well as a need to miss a day of instruction with students.

Between the formal professional development sessions, each professional educator needs to seek professional development each day. YouTube is a great place to start. Open your classroom door to be better. It's May. It's spring in Colorado. My 6th graders are starting to sound, smell, and act like ... 7th graders. Sunshine and storms trade places depending on the day, so outdoor recess is not a given. Energy is high and motivation is a struggle. Summer is just around the corner and weeks, days, and hours away. And yet, it's been a great week in room 214. I wasn't flying solo-I had backup.

On Tuesday, Joe Dillon, the instructional coordinator for educational technology in Aurora Public Schools, supported me in my classroom. On Thursday, Lori Nazareno, teacher-in-residence with the Center for Teaching Quality, visited my classroom. Neither visitor is my evaluator. The great poet Maya Angelou says, "Do the best you can until you know better. Becoming better teachers is easier than we sometimes think. How can we do this? • Start small. . • Get bigger. . • Leverage tools. Opening our doors, videotaping instruction, and sharing our practice can be scary. Show and Tell PD: Building Our Passion for Independent Learning. With the rise of MOOCs, Edupunks, and other radically transformative notations of school, I hear a lot of talk about building capacities for independent learning in our students.

Where will this come from, I ask, if we do not re-awaken the desire and capacity for learning on our own within all of our teachers? This may not be as difficult as it sounds, if we revive a much beloved learning tool from childhood: Show and Tell. The Importance of Passionate Play I don’t know about you, but I loved Show and Tell.

I also loved Show and Tell because it presented learning as play rather than chalkboard or workbook instruction, and because we sat in a circle rather than in long lines facing the front of the class. Play, if you think about it, is fundamentally self-directed. Yet when do teachers have the opportunity to feel the kind of freedom and exhilaration that comes from sharing their learning passions? The Importance of Sharing Teaching is a closed-door profession. Ways to Share About the author. - Teacher Professional Development. The Science of Teaching Science.

Workshop 1. Preparing To Teach Science (90 min.) Most K-8 teachers have not had many science and math courses and often feel as though they didn't get much out of the courses they did have. How can they be expected to teach science topics for meaningful understanding when they themselves are not sure they understand the topics? We'll look at a variety of strategies teachers use to learn as much as possible about a science topic before they teach it. Workshop 2. Eliciting Students' Prior Knowledge (90 min.) Workshop 3. Workshop 4. Workshop 5. Workshop 6. Working with diverse student populations Stimulating interest in science among minorities and girls Using scientific vocabulary, only as necessary Helping students believe their voices are valued Promoting student discussion yet keeping it focused Eliminating sexism and racism Treating students with respect Facilitating learning with multiple learning modalities Workshop 7.

Workshop 8. Book: Using Data to Focus Instructional Improvement. About the Authors CHERYL JAMES-WARD earned a bachelor’s degree in Applied Mathematics from the University of California at Santa Barbara, a master’s degree in Curriculum and Instruction from California State University Dominguez Hills, and a doctorate in education from the University of Southern California. She has served as both a principal and supervisor of schools for the Long Beach Unified School District. James-Ward is currently an assistant professor at San Diego State University and a leadership coach. Since 2003, she has coached more than 20 principals and assistant superintendents in districts throughout California.

James-Ward may be contacted at DOUGLAS FISHER is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. NANCY FREY is a professor in the School of Teacher Education at San Diego State University and a teacher leader at Health Sciences High & Middle College. Dan Pink: The puzzle of motivation. ShipIt Days - 24 hours to deliver projects. Umm, so what's a ShipIt? Anything can be a ShipIt. We see everything from practical to inspiring, simple to insane, technical to non-technical. JIRA Service Desk Andreas, Nick, Mike, Ross, and Scott spent 24 hours hacking together a simpler portal to create JIRA issues.

Say hello to JIRA Service Desk. Better bulbs Luke and Jeffy replaced all the hot, energy ineffecient light bulbs in the "phone booth" rooms. Extermination "I hate you IE8, I hate you IE8, I hate you IE8… Oh. DIY video studio Mark, Sam, & Jamey wanted more videos in our blogs & pages. Faster JIRA "Dear Jonathon and Matt, thanks for making my pages load faster. Black ops Ricky, Sonia, and Manesh made something so cool we can't even tell you about it yet. Better brew Jonathon makes awesome homebrew and wants to share it.

Infinite quarters Ever dream of having an infinite stack of quarters at the arcade? 21st Century Collaborative | The Connected Educator. What’s different about this book? The Connected Educator is about Learner first, educator secondConnected Learning Communities – the next generation of professional learning communitiesDo It Yourself professional developmentBecoming a connected learner The time has come to reject incremental change and to radically transform education to fully prepare students for life in the 21st century.

The Connected Educator is about the need for teachers in the Digital Age to exploit the transformative potential of emerging technologies on behalf of their students and their own professional growth. In the professional development model we describe, teachers and school leaders work together in local and global networks, connecting, collaborating and harvesting knowledge they apply in their schools and classrooms. Through their participation in Connected Learning Communities, educators develop shared visions, common goals, and beliefs around principled change. A Day in the Life of a Connected Educator.

Webinars. A collection of free virtual broadcasts, including upcoming and on-demand webinars. Browse our premium webinars here. All webinars are accessible for a limited time after the original live streaming date. Participation certificates are not provided, but live viewers receive a post-event confirmation email. How to Effectively Use Technology for Classroom Instruction Content provided by Istation. This webinar takes place on Sept. 19, 2017 @ 2 p.m. ‘‘Technology’’ is a broad and often vague term in education. In this webinar, instructional leaders and district administrators will learn how to bridge the gap between wide-ranging research and classroom applications. . • The levels of technology integration. • Common mistakes of technology integration. • The reasons teachers often don’t use research on technology to inform their practices. • How to facilitate teachers’ use of educational research and make it more accessible. • The latest research on the Istation integrated learning system.

—Dr. Coach's Menu - Google Forms.