What targeted change can school leaders make to help ELA teachers—even those with two decades of classroom experience—transform their practice? At Admiral King Elementary in Lorain, Ohio, the answer is text complexity.Read More
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Filtering by Tag: PD
District leaders returned home from Standards Institute inspired to implement some of what they learned. Sharing their enthusiasm was easy, but passing on the knowledge and understanding they gained felt like a monumental task. For support, they turned to ANet to create customized PD for their teams this summer.Read More
Students first. Growth mindset. Always learning. Innovative thinking. Collaboration. Strong relationship building. These are the key elements that propel the work that is garnering results for student achievement at Tench Tilghman Elementary/Middle School in Baltimore City, Maryland.Read More
Principal Tricia Menzhuber at St. John Paul II Academy in northeast Minneapolis is passionate about learning—and not just for students.Read More
Video: Observations and PD are important tools to help teachers hone their craft. But Stephanie Gallegos, principal of Lake County Intermediate School in Colorado, takes it a step further. She sits down with teachers to plan literacy lessons side by side.Read More
“My students aren’t going to learn this anyway, so why are we teaching it?”
The question hung heavy in the air of the professional learning session, but no one responded to the teacher who asked it.Read More
As a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.Read More
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.Read More
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.Read More
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?
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?Read More
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.Read More
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.Read More
With all the time, energy, and money devoted to teacher development these days, school leaders—and everybody concerned about education—want to be sure it’s actually paying off in the form of improved teaching and learning.Read More
Creating learning opportunities for students is at the heart of what it means to be a teacher. But too often, we forget that it’s equally important that learning opportunities extend to teachers and leaders, too.Read More