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Teachers Without Borders

Teachers Observing Teachers: Instructional Rounds | Edutopia - 3 views

www.edutopia.org/...lls-observations-elena-aguilar

observation instructional education instructional rounds teachers teacher development

shared by Teachers Without Borders on 22 Mar 12 - No Cached
  • Enter Instructional Rounds: a process adapted from the medical rounds model that doctors use in hospitals. Instructional Rounds help educators look closely at what is happening in classrooms in a systematic, purposeful and focused way.
Teachers Without Borders

Education Week: Spotlight on Professional Development - 3 views

www.edweek.org/...essional-development-2011.html

professional development report spotlight teacher development

shared by Teachers Without Borders on 10 Feb 12 - No Cached
  • Teachers Without Borders on 10 Feb 12
     
    The Education Week Spotlight on Professional Development is a collection of articles hand-picked by our editors for their insights on: Using social media and networking for professional development New guidelines for teacher learning Integrating face-to-face and online professional development Using classroom visits to learn best practices from peers Supporting teachers to meet the needs of English-language learners You get the nine articles below and a resource guide in a downloadable PDF.
anonymous

#BYOTchat Starting on Thursday, Feb 2nd | A Teacher's Coda - 2 views

ateacherscoda.com/...t-starting-on-thursday-feb-2nd

BYOT BYOD 1:1 Education technology web2.0 elearning

shared by anonymous on 31 Jan 12 - No Cached
  • anonymous on 31 Jan 12
     
    Join #BYOTchat on Twitter every Thursday, 9-10 PM (EST)
Teachers Without Borders

Commentary: Meaningful professional development | EdNewsColorado - 4 views

www.ednewscolorado.org/...ngful-professional-development

teacher development teachers professional development

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    Time, creativity, clear commitments and professionalism ensured every teacher learned and contributed to the conversation. Infusing these elements into our site-based and district level professional learning can shift professional development from something that is done to teachers, to something that is done by teachers.
Teachers Without Borders

Study: Minority Teacher Shortages Linked to Poor Working Conditions - Teaching Now - Ed... - 0 views

blogs.edweek.org/...o_poor_working_conditions.html

teachers turnover professional development schools study research minority

shared by Teachers Without Borders on 06 Nov 11 - No Cached
  • A new analysis of federal data suggests that minority teacher shortages are caused not by a lack of minority candidates entering the profession but by unsatisfactory working conditions in schools.
  • minority teachers, who are more likely to work in hard-to-staff urban schools, tend to leave their jobs at a much higher rate than their white counterparts, creating a "revolving door" effect.
  • ngersoll and May find that minority teachers' decisions to leave a school are most often related to dissatisfaction with their working conditions—particularly with "the level of collective faculty decision-making influence in the school and the degree of instructional autonomy held by teachers in their classroom." In other words, these teachers often feel a lack of professional control and independence.
Teachers Without Borders

UPDATED: Keeping Cultural Ties Helps Mexican-American Pupils Succeed - Learning the Lan... - 1 views

blogs.edweek.org/...ing_in_touch_with_culture.html

ELLs immigration education Mexico minorities

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • A new study from the University of Missouri suggests that Mexican-Americans in U.S. schools fare better when they maintain a connection to their heritage. "Culture Predicts Mexican Americans' College Self-Efficacy and College Performance," published in the journal Culture and College Outcomes, shows that Mexican-Americans who continued to speak Spanish and remained attached to their cultural heritage had higher GPAs and were more successful in college.
  • He spoke about the importance of educators understanding cultural differences: "Educators need to be aware of students' home lives," Aguayo said. "Immigrant parents, in particular, tend to put more trust in educators, rather than being involved in the child's education like we normally see in the U.S. If educators can take the time to learn about the parents' culture, the educators can have a positive impact on the students' future."
  • The study adds another voice to the conversation about best practices for teaching ELLs. Arayo says that his results indicate that English-only education may hurt some students: "I understand the reasons behind English-only efforts, but the research shows that if we don't accept the cultural identity of these students in our schools, such as tolerating their native language, Mexican-Americans may not succeed."
Teachers Without Borders

A different way to deal with bullying - Parentcentral.ca - 1 views

www.parentcentral.ca/...rent-way-to-deal-with-bullying

bullying schools education research

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • Bound-to-be controversial in light of the recent suicide of 11-year-old Mitchell Wilson, a new approach to bullying uses a “no-blame, problem-solving response” rather than punishing aggressive kids and creating a victim mentality among those they target, say leading Canadian bullying researchers.
  • the idea behind the no-blame method is that it’s “more motivating for a child who has been aggressive.” It also helps the bully save face, and “take responsibility for making change, and to feel good about making change, and it decreases the likelihood of feeling unfairly treated and avenge an ‘injustice’ that was done to (them).”
  • But, in general, “the danger of a very hard-line approach is it elicits sympathy (for the aggressor) ... friends felt justified in their continuation of the bullying.” Bullying is a relationship problem and needs to be solved like any other, says York University’s Debra Pepler, considered one of Canada’s top bullying experts and a founder of PREVNet.
  • ...2 more annotations...
  • “Putting a label on them really restricts thinking,” said Pepler. “Calling them a bully suggests they are always aggressive and that’s part of who they are.” In fact, they may be bullied themselves at home, or gain respect in the schoolyard for being aggressive, she says. Children who bully at a moderate or high rate are more likely to be delinquent or sexually harass, so “adults need to step in and help them get onto a pathway where they get the attention and leadership opportunities they want in a positive rather than a negative way.”
  • Children who have been targeted first require protection from being bullied — but they also often need to build self-confidence and develop positive relationships.
Teachers Without Borders

A Push to Improve Teachers' Colleges - WSJ.com - 1 views

online.wsj.com/...4138204576602992880869786.html

teacher education pre-service teachers evaluation standardized tests

shared by Teachers Without Borders on 08 Oct 11 - No Cached
  • The Obama administration announced a new $185 million competition Friday that would reward colleges for producing teachers whose students perform well on standardized tests. The competition would require states to provide data linking collegiate teaching programs inside their borders to the test scores of their graduates' students. Under the proposal, to be eligible for the money, states would have to ratchet up teacher-licensing exams and close persistently low-performing teacher-training programs.
  • In a news conference Friday, Secretary of Education Arne Duncan noted that that nearly two-thirds of new teachers report feeling unprepared to run classes. "What if 62% of our new doctors felt unprepared to practice medicine?" said Mr. Duncan, adding that "the status quo is unacceptable."
  • Evidence is mounting that teacher quality is the biggest in-school determinant of student achievement. Yet the nation's colleges of education are a patchwork of programs that vary in quality. Each state sets its own admissions, graduation and licensing requirements.
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  • Recruiting and training a strong teaching force has been a main priority of Mr. Duncan, and he has chided teacher-prep programs for their failure to produce high-quality instructors. The U.S. requires states to identify low-performing teacher-prep programs. But in the past 12 years, 27 states haven't found even one program lacking in quality, Mr. Duncan said.
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