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.