Skip to main content

Home/ Teacher Professional Development/ Group items tagged mentoring

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Teachers Without Borders

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professional_development teacher professional development report teacher education

shared by Teachers Without Borders on 13 Feb 09 - Cached
  • United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work
  • Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
  • embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
  • ...10 more annotations...
  • 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
Teachers Without Borders

ASCD Express 7.16 - Dear Colleague: HELP! - 0 views

www.ascd.org/...716-kelly.aspx

teachers teaching teacher development support mentoring mentors

shared by Teachers Without Borders on 14 May 12 - No Cached
  • Teachers Without Borders on 14 May 12
     
    Supporting Beginning Teachers
Teachers Without Borders

Three Questions to Begin Transformation to Teacher Leadership - Leading From the Classr... - 3 views

blogs.edweek.org/...ion_to_teacher_leadership.html

teachers teacher development leadership

shared by Teachers Without Borders on 27 Mar 12 - No Cached
  • One theme that resonated with me was discussing the knowledge and skill sets needed for teachers beginning to explore their leadership potential. While many schools and districts offer new teacher mentoring programs, there is a lack of formal programs or supports for emerging teacher leaders.
  • Effective teachers develop a range of knowledge and skills from managing a classroom community and helping students learn. But beyond the competence of subject matter knowledge, teachers may also develop skillsets in pedagogy and other areas.
  • teacher leaders need to work collaboratively with administration in order for teacher leadership to be the norm throughout a school.
  • ...2 more annotations...
  • This normalization of a teacher leadership culture requires administrators dedicated to a distributed school leadership model, but also requires teacher leaders who are able to critically analyze and problem solve school wide issues.
  • "Teacher leaders need to turn around every now and then and look, if no one if following, they are not leading. And knowing a lot about topic is not helpful if it can't be explained in a way that encourages the right people to listen." There is a critical difference between being an "expert" and "leader." Experts know a lot about their area of expertise. But teacher leaders in formal roles are responsible for the direction of a group of people, and apply themselves in a way that allows them to constructively meet the challenges of that responsibility.
  • Teachers Without Borders on 27 Mar 12
     
    Teacher Leader Model Standards
1 - 8 of 8
Showing 20▼ items per page