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Using Video for Professional Development
 
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When teachers film themselves in the classroom, it helps them reflect on and improve their teaching practice. Kettle Moraine High School GRADES 9-12 | Wales, Wisconsin Explore more resources from this school: https://www.edutopia.org/article/university-model-high-school
Views: 39057 Edutopia
Improving teaching: Professional development with impact on quality
 
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Dean's Lecture Series 2015 Improving the quality of school teaching through the professional development of teachers is a global concern echoed with growing urgency in a vast array of political and educational circles. Professor Jennifer Gore, Director, Teachers and Teaching Research Program, The University of Newcastle, will outline her research on quality teaching and quality teaching rounds, emphasising the importance of a strong pedagogical framework and adherence to effective professional development principles in systematically improving the quality of teaching. Jennifer Gore is a Professor in the School of Education at the University of Newcastle, Australia, where she recently completed a six year term as Dean of Education and Head of School. Professor Gore is Director of the Teachers and Teaching Research Program and Co-Editor of Teaching and Teacher Education.
Teachers Create what they Experience | Katie Martin | TEDxElCajonSalon
 
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Create a shared vision of teaching and learning. Using learning as a process and not an event. Allow authentic learning through practice, trail, and authentic activities. Evolve with the world today and #GoOpen with open education resources. Katie Martin is the Director of Professional Learning at USD’s Mobile Technology Learning Center. She teaches graduate-level courses in the School of Leadership and Education Sciences and works with teachers and administrators in diverse K-12 schools. Through partnerships with local and national school districts, she has helped develop systems that facilitate personalized professional learning for educators. Dr. Martin works with leaders to create a culture of learning and innovation to ensure all students are equipped with knowledge and skills to be successful today and in their future. Prior to joining USD, Katie spent 10 years in Hawai’i on the Leeward Coast of O’ahu. She taught middle school English language arts and was an instructional coach. She continued as a new teacher mentor and coordinator of district programs to support and retain effective teachers. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 41252 TEDx Talks
Summary & Analysis of "Leading Teachers in Professional Development for Inclusion"
 
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For my Masters of Special Education, I was directed to read article 11: "Leading Teachers in Professional Development for Inclusion" from the course textbook: Leadership For Inclusion by Edmunds ISBN 94-60-91135-8 Here is my summary, critical analysis and tie into an article from the Ontario School District http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf
Views: 3 Jessica Peterson
What is PROFESSIONAL DEVELOPMENT? What does PROFESSIONAL DEVELOPMENT mean?
 
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✪✪✪✪✪ WORK FROM HOME! Looking for WORKERS for simple Internet data entry JOBS. $15-20 per hour. SIGN UP here - http://jobs.theaudiopedia.com ✪✪✪✪✪ ✪✪✪✪✪ The Audiopedia Android application, INSTALL NOW - https://play.google.com/store/apps/details?id=com.wTheAudiopedia_8069473 ✪✪✪✪✪ What is PROFESSIONAL DEVELOPMENT? What does PROFESSIONAL DEVELOPMENT mean? PROFESSIONAL DEVELOPMENT meaning - PROFESSIONAL DEVELOPMENT definition - PROFESSIONAL DEVELOPMENT explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, conferences and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance. The University of Management and Technology notes the use of the phrase "professional development" from 1857 onwards. In the training of school staff in the United States, "he need for professional development came to the forefront in the 1960's". A wide variety of people, such as teachers, military officers and non-commissioned officers, health care professionals, lawyers, accountants and engineers engage in professional development. Individuals may participate in professional development because of an interest in lifelong learning, a sense of moral obligation, to maintain and improve professional competence, to enhance career progression, to keep abreast of new technology and practices, or to comply with professional regulatory requirements. Many American states have professional development requirements for school teachers. For example, Arkansas teachers must complete 60 hours of documented professional development activities annually. Professional development credits are named differently from state to state. For example, teachers: in Indiana are required to earn 90 Continuing Renewal Units (CRUs) per year; in Massachusetts, teachers need 150 Professional Development Points (PDPs); and in Georgia, must earn 10 Professional Learning Units (PLUs). American and Canadian nurses, as well as those in the United Kingdom, have to participate in formal and informal professional development (earning Continuing education units, or CEUs) in order to maintain professional registration. In a broad sense, professional development may include formal types of vocational education, typically post-secondary or poly-technical training leading to qualification or credential required to obtain or retain employment. Professional development may also come in the form of pre-service or in-service professional development programs. These programs may be formal, or informal, group or individualized. Individuals may pursue professional development independently, or programs may be offered by human resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'. Professional development opportunities can range from a single workshop to a semester-long academic course, to services offered by a medley of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences. Some examples of approaches to professional development include: Case Study Method – The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem (Hammond 1976) – See Case method. Consultation – to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process. Coaching – to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action. Communities of Practice – to improve professional practice by engaging in shared inquiry and learning with people who have a common goal Lesson Study – to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice Mentoring – to promote an individual's awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation.....
Views: 12734 The Audiopedia
A Roadmap for Teacher Professional Development
 
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This is a webinar presented by MIEExpert and Microsoft Ambassador, Ronelle Klink. Ronelle says: "I have always been passionate about supporting teachers in their personal professional development journey. Jessica Piper, in an online article introduces the topic of PD by stating “A professional development session can leave a teacher feeling knowledgeable and excited, or feel like the session was a waste of their time”. https://shar.es/19jMNA The article allowed me to reflect upon my own PD as well as supporting others in their journey. In this webinar, I will share ideas and best practice on how to curate a professional development portfolio and tips to ensure that professional development sessions are designed meaningfully."
Views: 48 Fiona Beal
The State of Teacher Professional Learning
 
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In the interest of starting a national conversation about the professional learning teachers experience, Corwin, the National Education Association, and Learning Forward invited teachers nationwide to voice their opinions about their professional learning. More than 6,300 teachers from across the United States responded. The survey is based on Learning Forward’s Standards Assessment Inventory, a valid and reliable instrument developed to measure professional learning’s alignment with the Standards for Professional Learning. Visit our SAI page to schedule your own survey for your school or district: https://consulting.learningforward.org/consulting-services/standards-assessment-inventory/?_zs=t313f1&_zl=GVPA4 Access the full report and more: https://learningforward.org/publications/recent-research-and-reports/state-of-teacher-professional-learning
Views: 831 learningforward
Education and Training in a Changing World: What Skills Do We Need?
 
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What skills do learners need in today’s world? While academic skills have often been the focus of education systems, other skills that help us to better learn to live together and prepare us for the world of work must not be underestimated. This video highlights key messages on the importance of these skills, such as critical thinking, creativity, teamwork and empathy among many others as we enter a new era for Education 2030: towards inclusive and quality education and lifelong learning for all.
Views: 21005 UNESCO
Teacher Professional Development Training Program
 
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Marion and Ekkehart Mundana, two professional development trainers and veteran teachers, delivered a 10 day program to teachers in the Dhital VDC near Pokhara Nepal for the Logged On Foundation. Credit to Ekkehart Mundana for producing the video.
Views: 68 loggedonorg
Guideline 9: Professional Development
 
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Employ qualified persons and provide professional development opportunities for physical education, health education, nutrition services, and health, mental health, and social services staff members, as well as staff members who supervise recess, cafeteria time, and out-of-school-time programs. Comments on this video are allowed in accordance with our comment policy: http://www.cdc.gov/SocialMedia/Tools/CommentPolicy.html This video can also be viewed at https://www.cdc.gov/wcms/video/low-res/healthyschools/2018/280280SHG_Module_03_09.mp4
Teacher Workshop: Developing executive functioning skills in students to foster independence
 
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For all students, especially those with learning disabilities and attention deficits, developing executive functioning skills is integral to success academically and in life. Mainstream and inclusion teachers can integrate systems that encourage students to develop increased independence while supporting skills such as time management, self-monitoring, and organization. This interactive discussion will: - Describe specific executive functioning skills - Offer practical techniques to help teachers develop executive functioning skills in students - Demonstrate systems and strategies to prepare students for successful participation within mainstream settings HOSTS The Gateway School (gatewayschool.org) is a K-8, independent day school that transforms the lives of bright students with language-based learning disabilities and attention deficits. Find us on: - Facebook (@GatewaySchools) - Instagram (@TheGatewaySchool) - LinkedIn (The Gateway School) - YouTube (The Gateway School) Selected (getselected.com) helps teachers find jobs at schools they love. We offer a matching platform that connects teachers with schools in metro areas in the Northeast and West Coast, including NYC, Philly, Boston, DC, and Los Angeles. Selected is 100% free for teachers, including these resources: - Teacher workshops: See calendar at getselected.eventbrite.com - Resume review: Get feedback on your resume within 24 hours. getselected.com/teacher-resume-review - Blog: Insights from our conversations with 20,000+ teachers and 1,200+ hiring schools. Practical articles and videos on teacher job search and professional development. blog.getselected.com
Views: 59 Selected
EDA Forstering Resilience in Everyday Teaching & Teacher Lives and Professional Development
 
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Group: chocolate chips Student Name: Viola Chong, Olivia Chow, Michelle Chang & Wynn Lam Reference: Beltman, S., Mansfield, C., & Price, A. (2011).Thriving not just surviving: A review of research on teacher resilience.Educational Research Review, 6 (3), 185-207. Bowlby, J. (1969). Attachment and Loss: Attachment. V. Basic Books. Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767_777. Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of experimental education, 60(4), 323-337. Day, C., & Gu, Q. (2014). Why the Best Teaching and Learning in School Requires Everyday Resilience. In C. Day & Q. Gu,Resilient teachers, resilient schools: Building and sustaining quality in testing times (pp. 14_30). London; New York: Routledge. (e_book) Eros, J. (2011). The Career Cycle and the Second Stage of Teaching: Implications for Policy and Professional Development. Arts Education Policy Review, 112(2), 65-70. doi:10.1080/10632913.2011.546683 Greene, R. R., Galambos, C., & Lee, Y. (2003). Resilience theory: Theoretical and professional conceptualizations. Journal of Human Behavior in the Social Environment, 8, 75 – 91. Gu, Q., & Day, C. (2007). Teacher resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302 – 1316. Kealing, B. (2016, April 25). Teachers accused of ‘improperly restraining’ elementary students. Wesh 2 News. Retrieved from http://www.wesh.com/news/teachers-accused-of-improperly-restraining-elementary-students/39198626 Mohamed, S., Suhid, A., & Hamzah, R. (2014). So You Want to Be a Teacher: What Are Your Reasons?. International Education Studies, 7(11), 155. Siu, J. (2016, January 8). Hong Kong teacher convicted of spraying alcohol sanitiser in her pupils’ faces jailed 10 months. South China Morning Post. Retrieved from http://www.scmp.com/news/hong-kong/law-crime/article/1899154/hong-kong-teacher-convicted-spraying-alcohol-sanitiser-her Stroot, S., Keil, V., Stedman, P., Lohr, L., Faust, R., Schincariol-Randall, L., Sullivan, A., Czerniak, G., Kuchcinski, J., Orel, N., & Richter, M. (1998). Peer assistance and review guidebook. Columbus, OH: Ohio Department of Education. Retrieved February 15, 2008 from http://www.utoledo.edu/colleges/education/par/Stages.html.
Views: 161 Wynn Lam
The relevance of teachers' practical knowledge
 
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Professor Débora Izé Balsemão Oss briefly introduces her article "The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs" published in Vol. 20, No. 1 (January-June, 2018) of Profile: Issues in Teachers' Professional Development. The article can be read at https://revistas.unal.edu.co/index.php/profile/article/view/62327 Piano March de Audionautix está autorizado la licencia Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) Artista: http://audionautix.com/
Professional development with Cambridge: Web conferences
 
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We offer a wide range of training opportunities for Cambridge teachers. Find out how you can take part in one of our subject-specific web conferences with an experienced Cambridge trainer.
Views: 4631 Cambridge Schools
Code of Ethics for Professional Teachers
 
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Views: 11684 Anne Q
The Gaming of Education
 
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Complete video at: http://fora.tv/2010/11/18/The_Great_Brain_Debate Media commentator Peter Williams argues that gaming can actually help kids learn and engage in their environment more deeply. Williams explains how games as varied as Donkey Kong and Fallout may have shaped his son's education and interests for the better. ----- "The Great Brain Debate" from the Knowledge Cities World Summit in Melbourne asks the question: Do we need to protect our malleable brains from the information overload of our digital world? And, does it mean we're not using them to delve as deeply as we used to? Arguing the affirmative is Professor Susan Greenfield, a British scientist, broadcaster and member of the House of Lords, who's widely praised for her research on Parkinson's and Alzheimer's disease. Opposing her, is a full-time champion of the Web and all things socially networked, Peter Williams, CEO of Deloitte Digital. The battle is refereed by ABC News 24's Michael Rowland. - Australian Broadcasting Corporation Peter Williams is a global thought leader, speaking on innovation, the use of web technologies and social media. A chartered accountant by background, Peter moved into the web space in 1993. Williams is CEO of Deloitte Digital, and Chairman of the Deloitte Innovation council. Prior to this, Peter was CEO of the Eclipse Group, previously one of Australia's largest web development companies. Williams has been featured in articles in the Wall Street Journal, The Financial Times (UK), The Age and Sydney Morning Herald, The Australian, The Australian Financial Review and BRW. He has worked with clients such as BHP, Telstra, AFL, NAB, ANZ, Google, Microsoft and the Federal and Victorian Governments. He is also a Board Member of Circus Oz and Emue Technologies Pty Ltd.
Views: 6375 FORA.tv
Webinar - Creating Thinking Classrooms: Making Learning Visible
 
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ITEN WEBINAR SERIES Critical Thinking Creating Thinking Classrooms: Making Learning Visible Content: Educators are told that they need to foster critical thinking skills in the minds of the students they teach, but teaching students to think critically remains a challenge for many teachers. Teaching often requires teachers to deliver required curriculum content at the expense of strategies that encourage and enable the teaching and learning in their classrooms; teaching for thinking can get sidelined in the process. This webinar blends what we know about learning, thinking and instructional techniques (e.g. referencing the work of H. Lynn Erickson, S. Joel Warrican and Project Zero: Visible Thinking, Harvard Graduate School of Education) that can foster critical dispositions in students and encourage and enable them to make their thinking visible to themselves, their peers and their teachers. When: Friday January 30th, 2015 (Washington DC time). Presenter: Sandra Robinson brings more than 20 years experience in teaching, teacher education and development, teacher professional development and curriculum and instruction – primarily in English and English Education. She has facilitated professional development education for teachers across many countries in the Anglophone Caribbean. These professional development activities have included a focus on critical thinking, teaching Caribbean poetry, critical literacy, literacy and English education. For fifteen years Dr. Robinson taught English at the secondary level and since 2004 has provided teacher education in the area of English Education and instructional methodologies to teachers and teacher educators across the Eastern Caribbean. She has worked with teachers in schools, assessing and observing teachers’ practice; creating teacher professional development activities based on observational needs; and facilitated the provision of hands-on instructional experiences for teachers. She has developed graduate programmes in Language and Literacy Education and undergraduate courses in Language Arts pedagogy, English Education and Literacy. She has also worked with curriculum personnel in Ministries of Education to provide professional education for teachers in Anguilla, Antigua and Barbuda, Grenada, Dominica, Montserrat, St Lucia, St Kitts and Nevis, St Vincent and the Grenadines and Guyana. She also coordinates the English Education programme in the Eastern Caribbean Joint Board of Teacher Education (Eastern Caribbean JBTE) and has consulted for UNICEF and other agencies. Robinson has authored research reports, book chapters and research articles in English Education, Teacher Education and development and critical thinking for classroom teachers. Audience: Teachers, Ministries of Education, teacher education institutions, teacher organizations, leaders of civil society organizations, and those interested in learning the best strategies for teaching English to Spanish-speaking students. Language: English. Synopsis here: http://bit.ly/1DIcSBM Note: Registration is open to all those who are interested; however, please note that no certificates will be awarded for participation.
Views: 1227 RIED ITEN
The importance of CPD in education
 
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As recent statistics show that teaching applications have dropped by 15%, it begs the question, should the education sector be doing more for learners in CPD? CPD (Continuing Professional Development) has become crucial in many industries today, yet the education sector has been unusually slow to incorporate additional learning for its teachers. While there is some level of teacher training provided by schools, it’s currently falling way short of the mark. To look at why CPD is important within the education sector and how it could help boost teacher applications, read the article in full here: https://www.fenews.co.uk/fevoices/19435-should-the-education-sector-be-doing-more-for-learners-in-cpd-press-release
A Game-based Experiential Approach to Teaching Professional Ethics
 
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Unlike the traditional approach to ethics education that involves reading, writing, and discussing moral reasoning in the abstract, our new pedagogy uses experiential games to position students in situations that require first-hand ethical decision-making. The games allow students to personally explore what factors prevent them from living up to their moral ideals, and what strategies are effective for coordinating groups to address collective-action problems, where personal incentives are at odds with the group’s best interests. Each game consists of complete and independent modules that can be combined to form undergraduate & graduate level courses in sustainability ethics. Furthermore, both the modules and the course are deliverable in a synchronous (or semi-synchronous) fashion at multiple Universities, wherein students at multiple campuses interact on-line through game play. The games can also be played entirely in-class, in blended learning environments (online and in-class), or completely online. This novel multi-campus form of instruction allows students to be mentored by multiple instructors from different disciplines. Also, when played internationally, students are exposed to the inequality of globalization since they engage directly with peers from distant places and experience first-hand whether they are willing to treat them with as much respect as their own classmates, or whether distance discourages moral behavior. To date, three full courses have been delivered at Rochester Institute of Technology and Arizona State University, while modules have been adopted in engineering, environmental science, and business courses at Mesa Community College, Michigan State University, University of Colorado -Boulder, Purdue University, Northeastern University, University of Arizona, University of Puerto Rico – Mayaguez, Dartmouth College, Mountains of the Moon University (Uganda), the Management Development Institute (India) and Desert Vista High School (Phoenix AZ). The project has trained nearly two dozen faculty and a dozen graduate and undergrad students to deliver the modules in two workshops. Moreover, the grant allowed for both student training and professional development, as it funded a four-year PhD dissertation in Sustainability as well as an undergraduate research experience. Dissemination of results is taking place both through traditional modes (several academic conferences, multiple public lectures, workshops, & journal articles) and through digital media, including on-line articles in Slate, The Chronicle of Higher Education, and other web-based media. Experience in several instructional contexts reinforce the hypothesis that the game-based pedagogies move students from passive to active, apathetic to emotionally invested, predictable to surprising, and from narratively closed to experimentally open. We’ve also been surprised at the ability of some groups to behave cooperatively, despite the inherent incentives to act otherwise. We attribute this success to the moral suasion of ethical leaders in our classrooms, and we argue that the importance of our findings extends beyond the classroom by offering potential models of cooperation for addressing real-world resource management challenges. Furthermore, an invention disclosure has been created for the Tragedy of the Commons Game (a.k.a the Pisces Game, which is our most successful and widely used game) that will be the first product of a spin-out company called 'Experiential Sustainability Ethics Training Games, LLC' (XSET Games). The Pisces Game simulates dilemmas where decisions must be made about depletion or preservation of resources held in the public commons, such as the problem of overfishing occurring in Lake Victoria -- the second largest freshwater lake in the world. In the game, players fish from a shared lake and make decisions related to conservation, consumption, capital investment, trading, or other transfers. XSET Games is unveiling a smartphone interface of the game on November 18th, 2013 at the Society of Environmental Toxicology and Chemistry (SETAC) Annual Conference in Nashville. Participants are expected to obtain a greater understanding of the human dimensions of sustainability problems, such as diverse values and worldviews, social media skills related to leadership, teamwork, negotiation, and empathy, and (if the classroom experience is any indication) may discover relevant insights into their own or others’ moral character.
Views: 9873 Rock Ethics Institute
Training teachers, trusting teachers, building competence - understanding teacher expertise
 
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"The nature of teacher expertise is a contested area, with no real consensus as to what it consists of". Professor Christopher Winch of King's College London will discuss this issue, with particular reference to the implications for teacher education at this Cambridge Assessment Network seminar. "Three archetypes of teacher expertise seem to be in play in public debates on the issue in England: ~The teacher as craftworker: teachers rely on subject knowledge, experience, character and situational judgment for their effectiveness. The preferred mode of teacher education is apprenticeship under the mentorship of an experienced craft teacher. ~The teacher as executive technician: teachers rely on lesson protocols developed by curriculum and pedagogic specialists and their effectiveness depends on their following these protocols accurately. The preferred mode of teacher education is training in the protocols and practice in their execution. ~The teacher as professional: teachers exercise professional judgement on the basis of subject knowledge, a conceptual framework for thinking about education and teaching and knowledge of empirical research about teaching and learning. The preferred mode of teacher education consists of closely integrated university-based and school-based work. These three archetypes are an idealisation of what teachers should be like. They are rarely found in a pure form in actual schools and classrooms. However, there is confusion in the policy world about what should be the preferred model for England. I will illustrate this confusion in recent policy documents, show the relationships between the different archetypes and make a suggestion for the preferred model for England and the type of teacher education that should accompany it." About the speaker: Christopher Winch is Professor of Educational Philosophy and Policy in the School of Education, Communication and Society at King’s College London. He was head of the School from 2008-2012 and was Chair of the Philosophy of Education Society of Great Britain from 2008-2011. His main interests are in professional education (and in particular the nature of professional know-how and judgement) and in philosophy of education. He is also an experienced empirical researcher and has carried out extensive work on European vocational education and EU policy tools for developing vocational education in Europe. He is an experienced teacher who has worked in further, primary and higher education in England and Wales. He is the author of numerous books and articles. These include: Teachers’ Know-how (2017), Knowledge, Skills and Competence in the European Labour Market (2011) with Linda Clarke, Michaela Brockmann, Georg Hanf and Philippe Mehaut. Dimensions of Expertise (2010) and The Philosophy of Human Learning (1998). About Cambridge Assessment Network seminars: Through inviting authoritative voices in education to share their expertise, our seminars aim to inform and stimulate debate on current issues in assessment. As well boosting your CPD, these free events are an opportunity to network and share insights with other professionals from the wider education community. Register to receive notifications about future events: http://www.cambridgeassessment.org.uk/the-network/sign-up/
Characteristics of Successful Staff Development
 
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Nancy P. Alexander's current and previous titles include Executive Director of Northwestern State University Child and Family Network, and President of the North Louisiana Chapter of the American Society for Training and Development (ASTD). Winner of the Professional Trainer of the Year Award from the North Louisiana Chapter of ASTD, she regularly conducts workshops and training sessions at national and regional conferences, as well as teaches interactive early childhood education courses over the internet. She is a frequent contributor of articles and photographs to early childhood publications including Early Childhood News and Child Care Information Exchange. Nancy is a nationally recognized speaker and a highly sought-after presenter and workshop leader in early childhood programs throughout the country. She has been an active speaker and participant in the National Association for the Education of Young Children (NAEYC), Southern Early Childhood Association (SECA), and Louisiana Early Childhood Association Annual Conference, among many other regional and national conferences. Nancy has received numerous honors throughout her 30-year career in early childhood education. Nancy was selected for the Shreveport Chamber of Commerce "One Hundred Women of the Century" and the Southern Early Childhood Association Outstanding Member Award.
Views: 3632 Gryphon House Books
LET Reviewer: Professional Education (Questions 1-25)
 
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LIST OF ADVANTAGES OF AUDITORY LEARNING 1. Allows for Multi-Tasking Proponents of this learning style claim that learning by ear allows an individual to be versatile when it comes to accomplishing several tasks. This is because by merely listening to audio recordings, one can process information without having to use the eyes or hands. That said, a person can do other things while studying. These can be driving, cooking, painting and cleaning, among others. This makes this learning style effective for people who have to engage in other activities during the process. Consequently, more things will be done in a little time. 2. Increased Retention People who advocate for auditory learning posit that a good listener has the ability to process information through hearing information and eventually retains it. By playing audio recordings repeatedly wherever the location may be, there is an increased possibility of improved retention in the memory bank. ****************************************************************************************************** If you like this videos please don't forget to give it a thumbs up and subscribe to my channel for more updates. social group: https://www.facebook.com/groups/LETRe... website: https://letreviewer101.wixsite.com/we... DISCLAIMER: The admins do not claim ownership on the documents/photo/videos posted on this sites, yet i personalize the contents or articles to give relevant quality issues. all documents/photos/videos are only hosted by third parties as google drive. if you found respective copyright and wish for the documents/photos to be removed or taken down, feel free to contact me via e-mail at [email protected], and all your copyrighted works will be taken down as soon as possible. if you are the original author of any of the files LINKED here, please let me know so that i can acknowledge you better. The main purpose of the reviewer is to assist examinees who chose to review online.Thank you!
Views: 41065 Let Reviewer
Professional Development Program - Meet our Teachers: Samantha, ITEM (India)
 
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Interested in teaching? The Professional Development Program (PDP) is SFU's distinguished, 16-month teacher education program. Hear from our teachers as they talk about their experiences with the program and find out if the PDP is right for you. Find out more at www.sfu.ca/education/pdp
The search for the Holy Grail: How teacher education can make a difference
 
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Keynote Lecture at the Bringing Teacher Education Conference at the University of Oslo The speaker is Prof. Dr. Fred Korthagen is professor emeritus of education in the Netherlands, specializing in teacher education. His primary fields of interest are the professional development of teachers and teacher educators, and the pedagogy of teacher education. He has published a large number of articles and books on these issues. Well known is his 2001 book Linking practice and theory: The pedagogy of realistic teacher education.
Texas Education Agency Teacher Ethics Training Module 1: Boundaries (Part 2 of 3)
 
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The Texas Education Agency (TEA) takes ethical violations very seriously! To provide educators with a case study on poor ethical choices, the TEA developed four training modules in the style of "The Office" to display extreme behaviors that are not tolerated as an education professional. The videos tell a story and should be watched in sequential order to see the progression and development of the storyline, and how the consequences of making poor choices including loss of teaching credentials, and in some instances cause jail time for offenses. Videos are for teacher training purposes only. All characters, locations and situations in The Campus are purely fictional. Any similarities to anyone living or deceased are merely a coincidence. This is a fictional presentation and is not intended to portray any actual school, students, or personnel in Texas.
Views: 81013 TxEdAgency
A Teacher Can Change a Student; A School a Community | Carmen Pellicer Iborra | TEDxBerkleeValencia
 
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A good teacher can change a child's life, but a good school can make a huge difference in a local community. If you want to change a country, you need to change the education. Carmen Pellicer Iborra, Spanish Theologian and professor, analyzes how we can do this. Themed Changing Currents, TEDxBerkleeValencia welcomes leading international innovators, entrepreneurs, creative business people, and artists from diverse countries representing music, fashion and design, the environment, technology and religion. The second edition of TEDxBerkleeValencia, which took place at L’Oceanogràfic, the largest aquarium in Europe, addressed several notions of change - paradigm shifts; movement, both physical and societal; and new tendencies across multiple disciplines. TEDxBerkleeValencia website: http://tedxberkleevalencia.com/ Theologian, Educationalist and Writer, Carmen Pellicer is the president and founder of 'Fundación Trilema', dedicated to holistic Educational Change Management. Carmen has worked as a teacher at different secondary schools, as well as a Professor for several years in Teacher Training Colleges and at the Faculty of Business Studies at Valencia University. Currently, she is involved as a lecturer in different master's degrees in School Direction and Management. She directs a team of professional trainers that run Professional Development Programs in more than a thousand educational institutions as well as Educational Coaching and Performance assessment models with teachers and management teams, both nationally and internationally. She has also written books such as 'Evaluación del Aprendizaje, Cómo evaluar Competencias' and 'Aprender a Emprender', as well as many articles, teaching materials and school textbooks in the main educational publishing companies. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 12253 TEDx Talks
Scott Kinney - Speaker, Educator, and Advocate at Discovery Education
 
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Scott joined Discovery in 2005 to help launch the Discovery Educator Network. He currently serves as Senior Vice President of Global Professional Development, Policy, and Education Outreach. In this role, he oversees the expansion of Discovery Education's Professional Development resources and plays a critical role in shaping worldwide policy surrounding educational technology. Scott also oversees the Discovery Educator Network (DEN), an international community of more than 200,000 educators dedicated to supporting student achievement through digital media and educational technology. Scott actively advocates for the creative and effective application of educational technologies and digital content in America's schools. In 2009, he joined President Obama's Chief Technology Officer in testifying before the U.S. House of Representative's Education and Labor Committee on the future of education in America. In his testimony, he emphatically called upon all levels of government to accelerate their support for the use of rich digital content in schools. Beyond the classroom and boardroom, Scott has keynoted national education conferences, offering teachers classroom-tested strategies for leveraging educational technologies and digital content to improve student engagement at all levels. He is also a contributor to national education publications and has co-authored multiple articles about using technology as a tool to help differentiate instruction. Scott holds a Bachelor of Science degree in Computer & Information Science, having graduated Magna Cum Laude, and a Master of Science degree in Instructional Technology from Bloomsburg University in Pennsylvania. He is based in Discovery Education's offices at Discovery Communications' world headquarters in Silver Spring, Maryland.
Competency-Based Learning: Developing Mastery of Skills and Content
 
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At Pittsfield Middle High School, students choose how they will show what they have learned. Pittsfield Middle High School GRADES 7 - 12 | PITTSFIELD, NH Explore more resources from this district: https://www.edutopia.org/article/town-helps-transform-school-emelina-minero
Views: 25722 Edutopia
CODE OF ETHICS FOR TEACHERS
 
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This describe and overview of what might be included in a code of teaching ethics for educators. It should be used as a basis for develop one's own code.
Views: 25627 Dr. Andy Johnson
High-Quality Feedback
 
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Kirsten Howard's conversation with a student demonstrates one way to give feedback: naming children's efforts and successes. This snippet is from the 10-minute segment "Giving High-Quality Feedback," that's part of our professional development study kit, Teacher Language for Engaged Learning: 4 Video Study Sessions. Learn more about the kit: http://www.responsiveclassroom.org/product/teacher-language-engaged-learning Read more on this topic: "Naming What Children Can Do" is an article on how language can reinforce learning from the Responsive Classroom Newsletter for Educators: http://www.responsiveclassroom.org/article/naming-what-children-can-do
Views: 17786 Responsive Classroom
LET Reviewer 2019: Professional Education | CURRICULUM DEVELOPMENT Part 1
 
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LIST OF ADVANTAGES OF AUDITORY LEARNING 1. Allows for Multi-Tasking Proponents of this learning style claim that learning by ear allows an individual to be versatile when it comes to accomplishing several tasks. This is because by merely listening to audio recordings, one can process information without having to use the eyes or hands. That said, a person can do other things while studying. These can be driving, cooking, painting and cleaning, among others. This makes this learning style effective for people who have to engage in other activities during the process. Consequently, more things will be done in a little time. 2. Increased Retention People who advocate for auditory learning posit that a good listener has the ability to process information through hearing information and eventually retains it. By playing audio recordings repeatedly wherever the location may be, there is an increased possibility of improved retention in the memory bank. ****************************************************************************************************** If you like this videos please don't forget to give it a thumbs up and subscribe to my channel for more updates. social group: https://www.facebook.com/groups/LETRe... website: https://letreviewer101.wixsite.com/we... DISCLAIMER: The admins do not claim ownership on the documents/photo/videos posted on this sites, yet i personalize the contents or articles to give relevant quality issues. all documents/photos/videos are only hosted by third parties as google drive. if you found respective copyright and wish for the documents/photos to be removed or taken down, feel free to contact me via e-mail at [email protected], and all your copyrighted works will be taken down as soon as possible. if you are the original author of any of the files LINKED here, please let me know so that i can acknowledge you better. The main purpose of the reviewer is to assist examinees who chose to review online.Thank you!
Views: 3985 Let Reviewer
Curriculum Development - An Introduction
 
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Design curriculum to support balanced child development. Vodcasts are short videos that weave relevant topics and research-based content with interviews and authentic experiences caring for children. They can be used by individuals or in groups. To optimize their utility, check out the corresponding Discussion Starters and the Great Ideas article to use as a guide with the Vodcast. Better Kid Care hopes that you can spark ideas, share meaningful information, or meet professional development goals with these materials. Materials here: http://bit.ly/vodcasts Better Kid Care is always working to translate research-based information into online child care training. You can sign up to take an On Demand lesson now. It is free to learn, and only $5.00 fee/lesson to receive professional development hours. On Demand E-Learning: http://bit.ly/takealesson Subscribe to us and stay in touch! Website: http://extension.psu.edu/youth/betterkidcare Facebook: http://on.fb.me/1X5iPPM Twitter: https://twitter.com/BetterKidCare
Views: 25772 Better Kid Care
Research Article: The Artistic and Professional Development of Teachers - A9AYTZ2H08
 
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Please note that you can get a custom, plagiarism free essay for as little as $10 a page at All A+ Essays (https://allaplusessays.com). The link is in the description. Place your order at https://allaplusessays.com Research Article: The Artistic and Professional Development of Teachers Read along at http://papers.allaplusessays.com/paper/A9AYTZ2H08 Research Article: The Artistic and Professional Development of Teachers Video Transcript http://papers.allaplusessays.com/paper/A9AYTZ2H08 Place your order at https://allaplusessays.com Kindly remember that you can get a custom, plagiarism free essay at All A+ Essays for as little as little as $10. The link is in the description. See you next time. Place your order at https://allaplusessays.com
Views: 1 All A+ Essays
‘Education is not just teaching’: learner thoughts on Exploratory Practice
 
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In this video Judith Hanks, Lecturer in TESOL at the University of Leeds, discusses her ELT Journal article “‘Education is not just teaching’: learner thoughts on Exploratory Practice” (ELT Journal Volume 69 Issue 2). The original article, along with other papers selected by the Editor, is available online for free at http://oxelt.gl/1Cde1Lw
How Schools Can Accomplish More by Doing Less - Mike Schmoker
 
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In this presentation from Education Week's Leaders To Learn From event, school leaders heard from Mike Schmoker, author of Leading With Focus. Schmoker shared insights on precisely where schools should focus their precious time and resources to ensure that all students are prepared for the demands of college, careers, and citizenship. Schmoker shared his three essential elements of good schooling, and how to implement them on a clear, straightforward model. The three elements are: • Coherent curriculum • Authentic literacy • Soundly structured lessons Despite their unrivaled power for improving performance in any school, these elements continue to be misunderstood—and grossly under-implemented, says Schmoker. More of Mike Schmoker's perspectives on education can be found here: Why Make Reform So Complicated? http://www.edweek.org/ew/articles/2014/01/15/17schmoker_ep.h33.html When Pedagogic Fads Trump Priorities http://www.edweek.org/ew/articles/2010/09/29/05schmoker.h30.html It's Time to Restructure Teacher Professional Development http://www.edweek.org/ew/articles/2015/10/21/its-time-to-restructure-teacher-professional-development.html Math and K-12 Schools: Addressing the Historic Mismatch http://www.edweek.org/ew/articles/2016/08/12/math-and-k-12-schools-addressing-the-historic.html ____________________ Want more stories about schools across the nation, including the latest news and unique perspectives on education issues? Visit www.edweek.org. About Education Week: Education Week is America’s most trusted source of independent K-12 education news, analysis, and opinion. Our work serves to raise the level of understanding and discourse about education among school and district leaders, policymakers, researchers, teachers, and the public. Published by the nonprofit organization Editorial Projects in Education, Education Week has been providing award-winning coverage of the field for over 35 years. Follow Education Week: - Subscribe to our Channel: http://www.youtube.com/subscription_center?add_user=educationweek - On Facebook at https://www.facebook.com/edweek/ - On Twitter at https://twitter.com/educationweek/ - On LinkedIn at https://www.linkedin.com/company/education-week To license video footage from Editorial Projects in Education please contact the Education Week Library at [email protected]
Views: 6339 Education Week
Code of Ethics Article 3 & 4
 
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Princess Marynee Morga
Views: 3785 Barb Bie
Towards Understanding EFL Teachers’ Conceptions of Research
 
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Professor Darío Banegas talks about his article entitled "Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina" which is part of the contents of the Profile: Issues in Teachers' Professional Development, Vol. 20, No. 1 (January-June, 2018). The article is available at https://revistas.unal.edu.co/index.php/profile/article/view/61881 Home Base Groove de Kevin MacLeod está autorizado la licencia Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) Fuente: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100563 Artista: http://incompetech.com/
Open-Ended Questions
 
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Natrisha Rakestraw uses open-ended questions to stimulate fourth grade students' interest at the beginning of a science activity. This snippet is from the 10-minute segment "Asking Open-Ended Questions" that's part of our professional development study kit, Teacher Language for Engaged Learning: 4 Video Study Sessions. Learn more about the kit: http://www.responsiveclassroom.org/product/teacher-language-engaged-learning More on this topic: "Open-Ended Questions" is an article from the Responsive Classroom Newsletter for Educators: http://www.responsiveclassroom.org/article/open-ended-questions
Views: 29560 Responsive Classroom
"Technology and Mathematics Education: Issues and Challenges", by Jonaki Ghosh
 
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A talk by Jonaki Ghosh, Assistant Professor, Lady Sri Ram College at Azim Premji University September 21, 2012 About the Topic Mathematics has for years been the common language for classification, representation and analysis. Learning mathematics forms an integral part of a child's education. Yet, it is also the subject, which has traditionally been perceived as difficult. The primary reason for this state of mathematics learning today is the significant gap between content and pedagogy. However Mathematics education all over the world has witnessed a shift of paradigm because of the advent of powerful technological tools such as computer algebra systems (CAS), dynamic geometry software (DGS) and handheld technology in the form of scientific as well as graphic calculators. The talk will focus on the pedagogical affordances of these tools in the teaching and learning of mathematics specifically at the secondary and senior secondary school level. The goals of school mathematics education as envisaged by the National Curriculum Framework 2005, the prominent learning theories such as the constructivist approach and the challenges of school mathematics education will form the backdrop for the talk. It will highlight how the use of appropriate technology can bring about a shift from content of mathematics to the processes of learning mathematics such as estimation, approximation, visualization, reasoning and problem solving. Examples from studies conducted by the speaker will demonstrate how technology enabled explorations and the inclusion mathematical modeling activities can help to deemphasize rote memorization of procedures, computational algorithms and paper-pencil-drills which dominate the traditional approach of mathematics teaching in most schools today. The talk will further elaborate, through these examples, on how technology can provide students access to higher level mathematics, reduce cognitive load, serve as a scaffolding tool, encourage multi-representational understanding of concepts and help students to form and test conjectures. In some of the studies described by the speaker, CAS (Mathematica), DGS (Geogebra), spreadsheets (Ms Excel) or graphics calculators were used as the primary vehicles for explorations by students either in the classroom or in a mathematics laboratory. In most cases, the use of technology led to deeper insight into concepts and provided a rich and motivating environment for exploring mathematics. The talk ends with a discussion on some of the challenges related to the integration of these technology tools in the school curriculum in terms of assessment and large scale teacher preparation. The speaker concludes by suggesting that the considered use of appropriate technology can help to restore the balance between the need for computational skills and the need for experiencing processes such as exploration and conjecture. About the Speaker Jonaki Ghosh is an Assistant Professor in the Dept. of Elementary Education, Lady Sri Ram College, University of Delhi where she teaches courses related to mathematics education. She obtained her Ph. D. in Applied Mathematics from Jamia Milia Islamia University, New Delhi and Masters in Mathematics from Indian Institute of Technology, Kanpur. She has also taught mathematics at the Delhi Public School R K Puram for 13 years, where she was instrumental in setting up the Mathematics Laboratory & Technology Centre. Her primary area of research interest is in use of technology in mathematics instruction. She is a member of the Indo Swedish Working Group on Mathematics Education. She regularly participates in national and international conferences. She has published articles in proceedings as well as journals and has also authored books for school students. Recently she was a part of the Indian delegation which made a National Presentation at the International Congress on Mathematics Education (ICME 12) which was held at Seoul from 8th to 15th July 2012. She also delivered a regular lecture at the congress. She has also set up the Ramanujan Foundation for Initiatives in Mathematics Education which caters to professional development programmes and training for mathematics teachers at all levels of school education. Workshops conducted by her cater to teachers from elementary school to senior secondary school. Her workshops focus on innovative practices in teaching mathematics through hands -- on activities and technology and emphasize on enhancing the content knowledge of teachers.
Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED
 
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Megan Olivia Hall, Science Teacher (2013 Minnesota Teacher of the Year) Megan Olivia Hall teaches science and service at Open World Learning Community, an intentionally small Expeditionary Learning school in Saint Paul Public Schools. She founded Open's first Advanced Placement program, recruiting students from all walks of life to college prep classes. She is a leader in character education, providing professional development, curriculum and mentorship. In 2013, Hall was named Minnesota Teacher of the Year. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 131177 TEDx Talks
Virtual Fieldwork for Pre-Professional Education
 
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Columbia Center for New Media Teaching and Learning (CCNMTL) and its faculty partners discuss their collaborations in the areas of virtual fieldwork. Angela Calabrese-Barton from Teachers College, discusses her work with the Educational Multimedia Case Constructor (EMCC). She describes the elaborate cases that students explore as part of her course for urban science educators. John Zimmerman from the College of Dental Medicine discusses his use of Video Interactions for Teaching and Learning (VITAL) to help teach issues of cultural competency to first year dental students. Tazuko Shibusawa from the School of Social Work discusses her work with VITAL and other video technologies to provide models of practice for clinical practice students. Herb Ginsburg from Teachers College discusses his use of VITAL in a course on developmental math education to allow students to record and reflect on their own lessons and clinical interviews with school children.
Views: 196 WGBHForum
High-Quality Feedback
 
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Kirsten Howard's conversation with a student demonstrates one way to give feedback: naming children's efforts and successes. This snippet is from the 10-minute segment "Giving High-Quality Feedback," that's part of our professional development study kit, Teacher Language for Engaged Learning: 4 Video Study Sessions. Learn more about the kit: http://www.responsiveclassroom.org/product/teacher-language-engaged-learning Read more on this topic: "Naming What Children Can Do" is an article on how language can reinforce learning from the Responsive Classroom Newsletter for Educators: http://www.responsiveclassroom.org/article/naming-what-children-can-do
Views: 1267 Responsive Classroom
Omashani Naidoo on "Teacher Professional Development- A South African Perspective"
 
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Teacher Professional Development- A South African Perspective There are a plethora of “solutions” within the ICT Integration for teaching and learning space. These ‘solutions” are often not actual solutions but more revenue generating avenues for suppliers who perceive education challenges as a means to an end. We have seen tablet technologies far surpass their ICT predecessors with implementation into the schooling sector. We have seen a dearth of creative educational tools and, where connectivity/ wi-fi is not a barrier, they can give instant access to a wealth of resources. There is much publicity around the potential of tablets to transform learning and yet little consideration has been given to the technical and logistical implications, let alone the implications for teaching and learning. Where schools have the luxury of good connectivity/wi-fi they have the prospect of any time anywhere learning contributing to the emergence of the notions of flipped classrooms, BYOD and increased parent involvement. In some cases placing technology in the hands of the learner and it being so mobile has precipitated a rapid move to less teacher-centric methodology and the dawn of learners embracing the opportunities to study beyond school time. There is increasingly a preference to focus on the effective use of more productivity-related tools such as email, social media, photos, and collaboration software that promote creativity and a spirit of enquiry as opposed to being locked into sedimentary teaching methods. Coupled with creativity is the need to develop skills in teachers to maximise the use of teaching strategies that incorporate 21st century learning tools. This presentation does not profess to contribute towards any academic discourse on learning but does provide anecdotal evidence of experiences of schools and teachers in their implementation of ICT projects and gives insight into perceptions of teachers and learners in classrooms in South Africa. This presentation outlines SchoolNet's experiences in these projects and attempts to provide anecdotal evidence that might assist schools to make informed purchasing as well as staff development decisions. We therefore attempt to identify some of the critical implications of ICTs on teaching and learning while outlining our experiences with the technical and logistical issues that we have faced.
International Journal of Education ( IJE )
 
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International Journal of Education ( IJE ) ISSN : 2348 – 1552 http://airccse.com/ije/index.html Call for papers International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Education. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Integrating technology in curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Educating the educators Professional Development for teachers in ICT Teacher Evaluation Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Curriculum, Research and Development Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Paper Submission **************** Authors are invited to submit papers for this journal through E-mail: [email protected] Submissions must be original and should not have been published previously or be under consideration for publication while being evaluated for this Journal. For other details please visit http://airccse.com/ije/index.html
Views: 30 Cs journal
Dunst's (2015) 7 Key Features of Evidence Informed In-Service Professional Development Model
 
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This short video was created on behalf of the Early Intervention-Early Childhood Professional Development Community of Practice. An overview is provided of Dunst's (2015) model of evidence-informed professional development. Please read the full article for more details: http://journals.lww.com/iycjournal/Fulltext/2015/07000/Improving_the_Design_and_Implementation_of.2.aspx
Views: 376 VEIPD Videos
Curriculum Spark: Documenting your Professional Development Program with Kathy Berry
 
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Join Kathy Berry as she talks about their effort to consolidate and strengthen Monroe County ISD’s multiple academic initiatives Kathy and her team adopted an approach that mirrored teacher’s curriculum work for their professional development. Please check out an article on the video and additional resources at: https://www.rubicon.com/documenting-your-professional-development-program/ To get more information on Atlas Curriculum Design please go to: https://www.rubicon.com/offerings/atlas-curriculum-design/
Views: 218 Atlas
Catlin Tucker - Blended Learning
 
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Catlin Tucker is a Google Certified Teacher and CUE Lead Learner. She teaches 9th and 10th grade English language arts at Windsor High School in Sonoma County, where she was named Teacher of the Year in 2010. She has also taught online college level writing courses, which led to her interest in blended learning. Corwin published her first book Blended Learning for Grades 4-12 in June 2012 and she authored a blended learning course for ASCD. She co-authored a book titled Creating Your Google Apps Classroom, which was published in June 2014. She is currently working on her second solo book Using Technology to Teach the Common Core Literacy Standards. Catlin has published articles in Educational Leadership, OnCue, and the Teacher Librarian Journal. She is an experienced professional development facilitator and trainer, education consultant, curriculum designer and frequent Edtech speaker. Catlin earned her BA in English from UCLA and her English credential and Masters in Education from UCSB. She writes an internationally ranked education technology blog at CatlinTucker.com and is active on Twitter @Catlin_Tucker.
Professional Development: What Works? (2013 Teacher Effectiveness Webinar Series)
 
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This webinar focuses on how districts and schools can develop high-quality professional development programs for teachers. Dr. Hilda Borko, Professor, Stanford University Graduate School of Education, presents examples of promising models of PD, including the Problem-Solving Cycle (a PD program for middle school math teachers), Learning and Teaching Geometry, and the use of videos as tools for teacher learning. Participants will gain an understanding of the key elements of PD programs. The content of these videos does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.