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Ellen Eisenberg

Five Ways to Increase Teacher Agency in Professional Development - 0 views

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    We talk about student agency, but what about teacher agency?
Ellen Eisenberg

CEO of Teaching Quality: Professional Development Often Inadequate - 1 views

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    A study will soon be released highlighting that the U.S. spends about $18 billion on professional development for educators annual, and much of that money is spent ineffectively. So says Barnett Barry, founder and CEO of Center for Teaching Quality in a blog post on TeachingQuality.org.
Ellen Eisenberg

Picking Up the Pieces of No Child Left Behind - The Atlantic - 0 views

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    Professional development and collaboration... imagine that!
Virginia Glatzer

Explicating data's multiple links to professional learning - 1 views

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    "When school system leaders succeed in developing a culture of data use and analysis to improve professional learning, educators use data to monitor and evaluate the short-term, intermediate, and long-term effects of professional learning."
Virginia Glatzer

Nine Ways the Common Core Will Change Classroom Practice - 0 views

shared by Virginia Glatzer on 10 Aug 12 - No Cached
  • much greater emphasis on nonfiction.
  • The Standards also expect students to write more expository prose.
  • use evidence to demonstrate their comprehension of texts and to read closely in order to make evidence-based claims
  • ...16 more annotations...
  • read carefully with their students and in many cases reread texts several times
  • cite evidence to justify statements
  • increasingly complex texts
  • teachers will have to choose materials that are appropriate for their grade level; states and organizations are now developing tools to help teachers evaluate complexity.
  • Expect to see teachers asking students to engage in small-group and whole-class discussions and evaluating them on how well they understand the speakers’ points.
  • the Common Core Standards are intended to focus on fewer topics and address them in greater depth
  • The Standards include criteria for literacy in history/social science, science, and technical subjects. This reflects a recognition that understanding texts in each of these subject areas requires a unique set of skills and that instruction in understanding
  • teachers should concentrate on the most important topics,
  • in depth
  • s an integral part of teaching history
  • say, a historical document
  • glean information from a document and make judgments about its credibility
  • The Common Core Standards, by contrast, are designed to build on students’ understanding by introducing new topics from grade to grade.
  • expected to learn content and skills and move to more advanced topics
  • hey suggest relationships between Standards
  • Students will need to know procedures fluently, develop a deep conceptual understanding, and be able to apply their knowledge to solve problems.
Virginia Glatzer

Getting Attention in the Laptop Classroom - 0 views

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    Over the years we have seen little time or funding devoted to professional development (PD) that might equip teachers with the skills required to make smart and productive use of new technologies. What little PD we have seen was devoted mainly to the learning of software and how to operate the latest toys. We have too often placed carts before horses.
Ellen Eisenberg

Open Space Technology: Decision by Inclusion - 2 views

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    See where Edcamps and Unconferences got their start with Open Space Technology, an inclusive decision-making model for crowdsourcing the best ideas in your school or classroom.
Ellen Eisenberg

Can 'Micro-Credentialing' Salvage Teacher PD? - Education Week - 0 views

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    Advocates say the movement offers an opportunity for schools to shift away from arbitrary credit-hour requirements toward a system based on evidence of progress in specific instructional skills.
Virginia Glatzer

Intel Education - K12 Project-Based Approaches - 0 views

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    Intel resources and a webinar on PBL
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