Home • National Art Education Association Professional Associations in Education This page provides hypertext links to professional associations for teachers, teachers-in-training, graduate students, and educational researchers. Please note that this is a selected (not comprehensive) list of organizations. Good luck with your search! -- Jan A. Professional Association Links (Selected sites, in alphabetical order) Professional Associations by Area of Specialization Here you can search for an organization focusing on your area of teaching specialization (math, language arts, early childhood, etc.) Organizations Through Which Educators Influence Education Policy Educational Research and Higher Education Sites The Mind's Eye Project lists a number of associations for college and university teachers Professional Association Links American Association on Intellectual and Developmental Disabilities (AAID) [www.aamr.org] Association for Health, Physical Education, Recreation, & Dance (AAHPERD) [www.aahperd.org] Association for Retarded Citizens (ARC) [www.thearc.org/] Top of Page
critical-friends-in-technology.wikispaces Welcome to your National Board Resource Page. 5 Core Propositions Explained As we find worthy tools for technology that you may like or already use. We will post them here so that they will all be centrally located ans easy to find.Tonight (11-1-2012), we will be looking at the following websites for your consideration to use with students or to organize your own work.PearltreesPearltrees is my preferred Professional Learning Network. You can access my pearltrees account at mburrightI'll quickly show my favorite features of pearltrees.
Harry & Rosemary Wong: Effective Teaching The Lasting Impact of Instructional Coaching Although this article is about the coach, David Ginsburg, it is more about the word that describes what type of coach he is—an instructional coach. How teachers instruct will determine how well and how much students learn. Instruction is defined by Robert Marzano as, “It is what gets taught.” Cause-Effect Coaching David uses a “cause-effect coaching” method. The purpose is to show the teacher that the students may not be the cause of why the students are not learning. True, many kids come from a poverty-stricken and dysfunctional family, but that is not something a teacher can change or do anything about. The cause-effect concept was shown in the original work on classroom management by Jacob Kounin. David says, “School leaders and teachers must always examine how their actions or inactions may be creating barriers or creating enhancements to learning.” It’s what a teacher does that affects student learning and that is what David coaches.
Ideas for Working with Challenging Students - Portage Community School District The web site you are accessing has experienced an unexpected error. Please contact the website administrator. The following information is meant for the website developer for debugging purposes. Error Occurred While Processing Request Resources: Check the ColdFusion documentation to verify that you are using the correct syntax. Search the Knowledge Base to find a solution to your problem. Browser Mozilla/5.0 (X11; U; Linux i686; en-US; rv:1.9.2.10) Gecko/20100914 Firefox/3.6.10 Remote Address Referrer Date/Time 11-Nov-12 07:33 AM Stack Trace The Framework for Professional Teaching Practice Danielson’s (1996) framework is grounded in a constructivist approach to teaching. That is, it takes for granted that students will be involved with their “minds on” the academic task, regardless of whether they are using “hands on” materials. The expectation is that “teaching focuses on designing activities and assignments—many of them framed as problem solving—that can engage students in constructing important knowledge” (p. 25). A corollary of this expectation which gives support to the belief in teaching as a profession is that “decisions that teachers make in designing and executing instructional plans are far from trivial,” (p. 27), and that “activities and assignments are not chosen merely because they are fun” (p. 26). The educational significance of students being on task in a class rests on the presumption that the activity is serving an instructional purpose. This validity of that presumption should be considered in giving feedback to the teacher. Danielson, C. (1996).