Teacher training programs can vary widely in preparing new teachers effectively, but the University of Michigan wants to set clear "high leverage teaching practices" and help educators get the skills they need.
Passing on lessons on how to be a great teacher is far from a systemized process, according to a report, leaving much to be desired for teacher professional development. The authors outline some potential design challenges to improve teacher training.
A lot of effort goes into helping kids know they can learn more, but less focus has been directed to the growth mindset of educators. Some educators are taking bold new steps, especially in areas of technology use.
Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted.
Teaching is a lot like acting, a high-energy, performance profession that requires a person to act as a role model. But when teachers go through training and professional development, the performance aspect of the job is rarely emphasized or taught. Acknowledging this aspect could be a missed opportunity to restructure ways teachers learn new skills and tactics.
A wonderful visual depiction of how educators can tap into their networks to expand and continually improve their teaching practice from a trove of rich resources. Illustrated by Langwitches, the image refers to Alec Couros’s original post exploring question, “What does the network mean to you?” [Via ETML]
New Tech Network, which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a flagship school in Napa and has grown to 120 schools in 18 states, most of which are public schools.