Gale Power Search - Document. Gale Power Search - Results. Gale Power Search - Document. Gale Power Search - Document. Gale Power Search - Document. Gale Power Search - Document. eSchool News | A Union of Professionals - Teachers flock to summer school at TEACH Academy. Ask participants in the AFT TEACH Summer Academy about their experiences at this professional development session, and be ready for an avalanche of enthusiastic responses. "It's amazing," says one. "Awesome," says another. "I am just so impressed," says a third. And it's not just idle flattery. A total of 335 teachers and 40 trainers are attending the TEACH academy, July 10-18 in Linthicum, Md. Professional development that is designed and delivered by teachers "has proven to be most effective in influencing teaching practice and student growth," AFT executive vice president Francine Lawrence told participants.
The Summer Academy offers 16 courses of professional development, covering math instruction for various grade levels, reading comprehension and instruction, literacy, and teaching English language learners, plus courses on how to handle anti-social behavior, ways to incorporate family and the community in learning, and instructional strategies that work across all disciplines. Randy Miller: The Need for Meaningful Professional Development. Whenever I attend professional development sessions at my school I feel like I am either wasting away my life, serving a mandatory bid of servitude, or dying a very slow and tortuous death. Amongst the various thoughts that pass through my mind as I earnestly try to distract myself while appearing as though I am paying attention, is a thought that visits about every five minutes: we teachers need better profession development opportunities. It's nothing against the professional in or outside my building or other facilitators.
They're nice people. But just as folks point out that nice people don't necessarily make for great teachers, let me say that neither do they make for great facilitators and/or developers of meaningful professional development. My experiences are not indicative of every teacher's encounter with a professional development session at their school, but I doubt that I am the only teacher who feels the way I do. As a professional, I want to grow; I want to get better. Maryalicea.files.wordpress.com/2010/11/creating_tech_savy_teachers_spr03.pdf. Www.sicet.org/journals/ijttl/issue0801/4_1_1_Schrum.pdf. MLA / APA / Chicago Bibliography Composer, Notecards, Outlining. Gale Power Search - Document. Gale Power Search - Document. ALA reflection. My tired feet and I have found their way home, and we are all delighted to be greeted with some beautiful, mild Michigan summer weather.
My hat is off to all the Southerners out there who bear the summer heat and humidity better than I do. Two summers in DC, six summers working for Spoleto Festival USA in Charleston, and seven years living in Memphis, and I never get used to it. Never. It always takes me some time to process everything that happens at a huge, diverse conference like ALA. But here are some initial thoughts … District Librarians, Librarians of Record, Librarians Working in Multiple Schools It would be hard to find anyone who thinks that splitting one’s time, talents, and attentions among multiple schools is best practice. Cross-PollinationAlthough less prevalent on the formal agenda, there was more and more discussion of how librarians across library types can work together. Curation vs. Bouche gave us a flood of ideas about what a welcoming library space could be.
Educators in Search of Common-Core Resources. Evidence in Teacher Preparation. Establishing a Framework for Accountability Abstract This article reports on a survey examining the state of knowledge and practice about how universities provide evidence of the effectiveness of their programs to schools, parents, policy makers, and the public. The project asked three questions: What is happening? What is promising? What is believable? The survey focused on two areas: results and outcomes, and issues in measurement. Doing What Matters Most: Investing in Quality Teaching. This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future.
Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Launching Project RESPECT.
Official Department of Education Photo by Leslie Williams “Our goal is to work with educators in rebuilding their profession—and to elevate the teacher voice in shaping federal, state and local education policy,” said Secretary Duncan today at the launch of the RESPECT Project. “Our larger goal is to make teaching not only America’s most important profession—but America’s most respected profession,” he said. The RESPECT Project (Recognizing Educational Success, Professional Excellence and Collaborative Teaching), is a national conversation led by active classroom teachers working temporarily for the Department to help provide input on the administration’s 2013 budget proposal, and on the broader effort to reform teaching.
The Obama Administration’s 2013 proposed budget includes a new $5 billion competitive program that would challenge states and school districts to work with teachers, unions, colleges of education and other education stakeholders to reform the teaching profession. Should Program to Reward Teachers Include More Hours and Students? – SchoolBook. Earlier this year I wrote about some of the problems in Project Respect, a proposed federal program designed to try to "keep good teachers on the job and reward the best ones,'' in the words of President Obama. Project Respect re-envisions a teacher’s career, and its associated compensation. Over all, the proposal has goals I endorse, but some of them are implemented poorly. There is another larger problem with the proposal, and it is one that lies at the heart of too much so-called school reform being proposed: extending school days and asking effective teachers to work with more students. Anyone who has taught long enough to be able to reflect on how students learn knows: teaching is an immeasurably complex task, and public policy implemented by large bureaucracies often cannot capture the nuances of learning.
We teach students knowledge by telling, and I can just as easily tell things to a large group as a small group, and there is a chance a computer can do it better than I can.