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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

Then I decided to focus on the building design, and for this I’m using discarded 20′ shipping containers as the basis of the building. Shipping containers are great to work with. They are readily available for reuse, reasonably cheap, structurally sound, transportable (obviously), durable, and come in remarkably good dimensions for proportioning an efficient living and working space

I have applied permaculture design processes and principles to this project, and thought of the space in Second Life as though it was a real space in real life. I very much enjoy the permaculture design process for its very holistic, even universal design ethic - and given its focus on sustainability and self sufficiency it is also very timely in todays world

my insistence to use real life proportions and limitations

I am trying to work out how to make it so that all the materials and objects that are used in the build can be packed inside the containers, and that any modifications I make to the containers will not compromise their structural integrity, or ability to be transported

To my mind, nothing these days should be built or developed without careful consideration of these issues. Nothing ever should have been actually! But regarding the challenges of designing a learning space, I am using these primary considerations within a frame of Maslow’s hierarchy of needs. Its obvious that if people’s basic survival needs are not being met, then they are not in a very good position to be learning things beyond what it takes to survive. If they are stressed, hungry, or uncomfortable, then we are hardly in an ideal space for learning about abstract concepts or developing new skills. Or if the learning space itself is struggling to pay out money for energy, food, or waste management, then it too is in less of a position to commit to learning. And so it is with a real world sustainability and self sufficiency approach that I’m considering these needs

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.

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.

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.

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.

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.

However, considering the knowledge that I have on Australian History and the fact that this is one area of history that students find ‘boring’, I have decided to make this a space for Australian History. Particularly focusing on Frontier Life.

My idea is that when someone first visited the site they would be faced with a simulation of the Australian bush either as it appeared pre settlement. Uncleared. Perhaps with evidence of Indigenous inhabitants. Features of the natural Landscape.

Once armed with some of this foreknowledge, visitors would be invited to clear the land themselves taking into account the topography, geography and physical elements of the landscape. Provided with a ‘box’ visitors would be invited to build their own hut, or settlement. Here is where the strategizing and foreknowledge will come into play. Some of the objects provided in the box will not be historically accurate, so first the visitor will have to discern which objects are a)historically representative of the period and b) whether those objects are going to be of any use.

I think that there is room for, later on, for another ‘box of stuff’ which would include material and cultural objects of indigenous people. What aspects of their lives changed? What was the impact of European settlement on their land?

When people change or clear the land (if this is possible) they will do it differently. If anything, apart from being immersed in the new learning space, we want to show that historical inquiry is often open ended – sometimes there is not one neat story that has all of the loose ends tied up.