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Lois Whipple

Educational Professional Development Services For Teachers & Administrators - 0 views

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    We take pride in delivering the highest quality, custom designed professional development services. Our network of associates can provide a focus in aligning technology to standards and leadership development.
Lois Whipple

Sustainable Professional Development | District Administration Magazine - 0 views

  • class, and requesting feedback from students and parents on how it’s working. Risk-taking also includes a higher level of transparency, such as sharing classroom practices that didn’t work, as well as those that did, at a Parent Teacher Student Association meeting, or via a school newsletter or classroom website. <a href="http://ox-d.promediagrp.com/w/1.0/rc?cs=81df19a157&cb=1295506973" ><img src="http://ox-d.promediagrp.com/w/1.0/ai?auid=537074984&cs=81df19a157&cb=214790647" border="0" alt=""></a> Advertisement Learni
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Gina Cinotti

Am I an Educational Leader? - 0 views

  • An educational leader today is one who, regardless of title, exhibits the following ten traits: -          Willingness to learn new things -          Committed to providing an excellent learning environment for those you are responsible for in your classroom, school or district -          Looks to motivate those you have immediate contact with and those outside your traditional circle of influence -          Continually self-evaluates your own place in the educational structure and adapts for the betterment of education -          Keeps a focus on what’s most important; students and their learning
  • Continually engages in professional development to improve your own knowledge and skills -          Develops and expands a professional learning network through connections and collaboration in social media -          Works to develop other educational leaders in the classroom, school office and central office -          Helps developing and new educators find their way so that they too can one day lead -          Gives back to the profession
Alicia Koster

Accountability and Motivation - Top Performers - Education Week - 0 views

  • There is a lot of federal money available for training and professional development for teachers but no systematic federal strategy that I can discern for turning that money into systems of the kind top-performing countries use to support long-term, steady improvements in teachers' professional practice
  • Knowledge workers would fail unless they were managed like professionals: given a lot of autonomy, trusted to make the right decisions and supported rather than directed.
  • Pink draws on four decades of research to argue that most workers are capable of much more and better work than they currently do, but they will be motivated to do it not by the old extrinsic rewards and punishments, but rather by the intrinsic motivation that comes from being treated like the true professionals described by Drucker.
Kelly OLeary

The Marshall Memo - A Weekly Roundup of Important Ideas and Research in K-12 Education - 0 views

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    "Reading the Marshall Memo provides top-notch professional development and keeps educators on the cutting edge" and takes only 20min a week to read!
Barbara Powers

About Us | Voices from the Classroom - 0 views

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    The posts on our blog are mostly written by classroom teachers from around the country, with some additional commentary by AFT leaders and staff. Our teacher bloggers will be sharing their experiences in the classroom - from their thoughts on how Common Core is working in their classrooms, to their reflections on professional development, to their successes and struggles working with students of all backgrounds and abilities.
Alicia Koster

Can't We Do Better? - NYTimes.com - 0 views

  • So now let’s look at the latest PISA. It found that the most successful students are those who feel real “ownership” of their education. In all the best performing school systems, said Schleicher, “students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.” The PISA research, said Schleicher, also shows that “students whose parents have high expectations for them tend to have more perseverance, greater intrinsic motivation to learn.” The highest performing PISA schools, he added, all have “ownership” cultures — a high degree of professional autonomy for teachers in the classrooms, where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development.
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    Can't We Do Better?
Tobi Knehr

Professional Development for Educators ~ November Learning - 0 views

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    Subscribe to stay current with our latest educational technology news
Alan November

Promoting Student Self-Assessment - ReadWriteThink - 0 views

  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
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  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
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    promoting self assessment
meredith fox

Education Conferences, Professional Development For Teachers, Teacher Conferences - 0 views

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    Fantastic conferences and symposiums for those interested in the latest research in neuroscience and psychology and how it relates to education.
Barbara Powers

Promoting Student Self-Assessment - ReadWriteThink - 0 views

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    self-assessment and contribute to a richer understanding of student learning.
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