How do you make professional development more engaging and practical for teachers? Involve your teachers! At the Condon K-8 School in Boston, teachers design and facilitate their PD—and the impact on teacher investment and collaboration has been incredible.
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I don’t like doing things I’m not good at, and I know I’m not alone. That’s why, as a teacher, I hated to see my students frustrated and struggling. And yet, when I gave them something easy to “build them up,” they often became distracted.
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At Mission Grammar School each week, every lead teacher receives, at minimum, a 15-minute instructional observation and a corresponding 30-minute coaching conversation. Teachers and students are reaping the rewards.
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Stanley Elementary School is known for their dedicated educators, who care deeply about students and are constantly developing their practice to meet the needs of their students. As first-year ANet partners, they’ve chosen instructional priorities that will align instruction with standards. In ELA specifically, they’re prioritizing complex text. In math, the focus is on the major work of the grade.
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Most educators agree that assessments shouldn’t be a “departure from instruction” but, rather, an “integral part of it.” They’re on board with changing the conversation around assessments from student scores to what students have learned, and many agree that teachers should take the assessment.
However, in light of the ever-increasing demands on the time of teachers and leaders, the questions become when can this work be done? And, is this work truly worth it?
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In this post, we want to share a case study of two Chicago teachers’ approach to using the open-source materials offered by the Vermont Writing Collaborative.
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We’ve all been there: You’re scrambling to prepare a lesson and you think, "Why reinvent the wheel? Let’s check the interwebs." You google your topic and…28,000,000 results pop up. How on Earth do you decide what might be worth using with your students?
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If there’s one thing teachers and school leaders are short on, it’s time.
That's what led Marilyn McCottrell to streamline her sessions with her teachers. Instead of carving out separate times for professional development and curriculum planning, she’s found a way to enable teachers and leaders to tackle both of these critical aspects of their work at the same time.
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Think about some of the reasons that we assess: to measure growth, as a diagnostic, for accountability/evaluation, or to inform teachers’ instructional decisions.
How could any one assessment do all of those things well?
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Most of Isaac Castelaz’s professional development work doesn’t happen in a packed conference room or a post-observation debrief. It happens before he ever sets foot in a classroom to observe a lesson when he sits down to study and internalize the lesson himself.
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"This superintendent was facing the same challenge as many other districts—all his assessments were getting lumped into the accountability world."
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A classroom culture that values discussion encourages students to take ownership of their learning. Discussion engages students and allows for real-time feedback, which can ultimately deepen their understanding of math content. In this video you’ll see some of fifth-grade teacher Carina Pruitt’s strategies for building an effective culture of student discussion in her classroom.
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In education, we’re obsessed with data. But how much of this data is really useful?
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I'm a big believer that anyone, anywhere, can achieve this level of instruction if they focus again and again on observing for the sake of development, not evaluation.
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As leaders reevaluate their assessments, we believe they should be grounded in the mindset: As few as possible. As formative as possible.
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