Group items tagged

the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.

Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,”

“The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”

U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.

Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts

Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad

Teachers are not getting adequate training in teaching special education or limited English proficient students

United States is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities. Those opportunities allow teachers to work together on instructional planning, learn from one another through mentoring or peer coaching, conduct research on the outcomes of classroom practices, and collectively guide curriculum, assessment, and professional learning decisions

other nations provide: • Extensive opportunities for formal and informal in-service development. • Time for professional learning and collaboration built into teachers’ work hours. • Professional development activities that are ongoing and embedded in teachers’ contexts. • School governance structures that support the involvement of teachers in decisions regarding curriculum and instructional practice. • Teacher induction programs for new teachers that include release time for new teachers and mentors, and formal training of mentors.

U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation

In my opinion, the effectiveness of a teacher is almost impossible to predict until you see them in the classroom for quite a while. Also, a person’s educational background and pre-selection (masters/no masters/Ph.D./Teach for America/Teaching Fellows) cannot predict how they will succeed in the classroom.

Empathy is what enables a teacher (or any leader, in truth) to know, in every moment, what a child needs. They know when to call on a student and when not to, when a child has problems at home, when they need to raise the bar and when to lower it.

Watching a great teacher interact with students is as inspiring as watching an Olympic athlete. It’s an intuitive and emotional gift and it can’t be taught or instilled with any certification. The degrees mostly just enable educators to speak a common language — a necessary aspect of a profession.

As a former teacher I find it interesting that all the focus is on teacher preparation. Nothing was said about class size or collaboration with other teachers. It is assumed that one teacher, in front of a class, is the answer.

I believe that the best preparation for teaching is a combination of pedagogy and a strong apprenticeship — a marriage of traditional preparatory and alternative certification programs. All new teachers would benefit from a year of full-time work in the classroom beside an experienced and effective teacher.

That said, I have taken professional development coursework offered through local education schools that were absolutely laughable. Sitting through a 5 hour session that culminated in making a caterpillar from an egg carton is a waste of time. I went to learn how to produce higher rates of literacy in English Language Learners — not how to produce a cute craft of little practical value.

Pedagogy is fine and good when you’re in academia; however, most of the education school professors haven’t been in a classroom in 20 years and have no idea what works and what doesn’t.

I left the field because I couldn’t stand this version of corruption, where everyone tries to do the easiest thing instead of the right thing.

I was voted as “Teacher of the Year” at the High School I teach at, and I have never taken an Education course. I have a Master’s degree in Engineering. After 20 years in industry, I became a Math and Physics teacher through the alternate route to certification here in Vermont. I have written a published article comparing the difficulties and joys of teaching with those in industry (For the Love of Kids).

I have come to the conclusion that an Education degree for teachers and especially for administrators is a detriment to the education of students, not an asset. How much better to bring real life experience to the classroom than the rote prescriptions taught in the Education classes.

teachers should be given comparable credits for spending the summer interning for an NGO or a business.

This means that almost all schools would rather have a student right out of college with a teaching major and no real world experience than someone who has 20+ years of working in the real world.

I wasn’t the best at classroom management, but then I wasn’t so terrible at it either. I was turning into an automaton, and just as alarmingly, my students were too.

It doesn’t matter if the ideas I had - or the way I was trying to express them were any good or not.. what I’m talking about is the need we all have for encouragement and motivation to improve on and further our own learning. I could have enrolled in a course and paid a teacher to give me that … attention, but even then it would have felt disingenuous and limited by what that one teacher could muster after 20 years of putting up with it.

This amazing project that Konrad has taken me on boils down to is this: I have drawn a concept for a building I want to one day build, using Second Life and its communities to draw and develop the model. I have used numerous online networks to research and inform the model, and this drawing is only one step in many for this long term plan I have. That network has given me the motivation to take it all further. In the process I have learned a lot about sustainable building, drawing in SL, communicating with online networks beyond my normal peers, and in that I have gained new confidence. Now I am coming to an end with the VirtualClassroomProject, having reached the limitations of the model in SL Jokaydia, and want to take it further. I have made numerous attempts to connect with a local group who are developing sustainable building designs, but what was that I said about powering down? I think it will turn out that I will install the model somewhere more permanently in SL and continue to tweak the model, make variations and details, do a costing analysis for a real build, develop a website for it, and continue to try and find useful contacts who I can work with and possibly take something like this further - no doubt I will find them online… I already have one lead in Melbourne!

this project has helped me to render my private and two dimensional ideas into a public and socially supportive domain.