Supporting teachers in taking up productive talk moves: The long road to professional learning at scale

2019 ◽  
Vol 97 ◽  
pp. 166-175 ◽  
Author(s):  
Catherine O’Connor ◽  
Sarah Michaels
Keyword(s):  
Professional Learning ◽  
Productive Talk ◽  
Supporting Teachers

scholarly journals TEACHER PROFESSIONAL LEARNING FOR INCLUSION: A CASE OF DYSLEXIA AS AN (E-)TEACHING APPROACH

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Ioannidi ◽  
Ilianna Gogaki
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Case Study Research ◽  
Rehabilitation Program ◽  
Teaching Approach ◽  
Teacher Professional ◽  
Applied Knowledge ◽  
Supporting Teachers

The purpose of this article is to present a case of dyslexia as an (e-)teaching approach of inclusion within the framework of lifelong teachers’ education in order to implement theoretical knowledge. The combination of theoretical and applied knowledge aims at supporting teachers in all structures of General and Special Education. The methodological approach uses the case study research design in teacher education. A case of a child with dyslexia is presented, as well as the symptomology that it presents. The next item is the presentation of the diagnosis process followed and the educational intervention of problems encountered by this pupil. Emphasis is placed on an overall response and rehabilitation program, which may include sequential and systematic exercises and instructions at the verbal and visual level. In conclusion, supporting teacher professional development is an important part of the effort to increase the teaching and learning of children with and without learning difficulties. Finally, the paper concerns the presentation of an incident with dyslexia in lifelong teachers’ education and training as a specific topic and inclusive issue for a modern democratic school. The paper can provide highlights in (e-)teaching through the example of dyslexic profile. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0751/a.php" alt="Hit counter" /></p>

Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives

2021 ◽  
pp. 002248712110423
Author(s):  
Yishin Khoo
Keyword(s):  
Professional Learning ◽  
Global Competence ◽  
Chinese Teachers ◽  
Reciprocal Learning ◽  
Policy Makers ◽  
Learning Partnerships ◽  
School Based ◽  
School Network ◽  
Learning And Collaboration ◽  
Supporting Teachers

This study explores how a Canada–China Sister School Network provides school-based professional learning opportunities for in-service teachers to grow their knowledge and capacity to educate for global competence and citizenship (GCC). In particular, it presents the story of a Canadian teacher and a Chinese teacher who had found ways of educating for GCC through carrying out intercultural and international reciprocal learning in a researcher-supported inter-school reciprocal learning partnership. By inquiring into the Canadian and Chinese teachers’ growth narratives, this study highlights four lessons teachers, educators/researchers, and policy makers may learn from the two teachers. It concludes by highlighting the potential of a relationship-oriented, open-ended, and non-hierarchical international school network in supporting teachers to become more globally competent, foregrounding reciprocal learning and collaboration among school practitioners and researchers.

The Student Discourse Observation Tool: Supporting Teachers in Noticing Justifying and Generalizing

2019 ◽  
Vol 7 (2) ◽  
pp. 57-74 ◽  
Author(s):  
Kathleen Melhuish ◽  
Eva Thanheiser ◽  
Joshua Fagan
Keyword(s):  
Professional Learning Communities ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Elementary Level ◽  
Classroom Observations ◽  
Teacher Noticing ◽  
Student Discourse ◽  
Teacher Professional ◽  
Focusing Lens ◽  
Supporting Teachers

In classrooms, students engage in argumentation through justifying and generalizing. However, these activities can be difficult for teachers to conceptualize and therefore promote in their classrooms. In this article, we present the Student Discourse Observation Tool (SDOT) developed to support teachers in noticing and promoting student justifying and generalizing. The SDOT serves the purpose of (a) focusing teacher noticing on student argumentation during classroom observations, and (b) promoting focused discussion of student discourse in teacher professional learning communities. We provide survey data illustrating that elementary-level teachers who participated in professional development leveraging the SDOT had richer conceptions of justifying and generalizing and greater ability to characterize students' justifying and generalizing when compared with a set of control teachers. We argue that the SDOT provides both an important focusing lens for teachers and a means to concretize the abstract mathematical activities of justifying and generalizing.

Access to Qualified, Well-Supported Principals Across Alternative Educational Settings and Neighborhood Schools

2019 ◽  
Vol 53 (4) ◽  
pp. 195-205
Author(s):  
Elizabeth Bettini ◽  
Loretta Mason-Williams ◽  
Brian R. Barber
Keyword(s):  
Professional Learning ◽  
Principal Leadership ◽  
Learning Opportunities ◽  
Schools And Staffing Survey ◽  
Neighborhood Schools ◽  
Educational Settings ◽  
Neighborhood School ◽  
Primary Responsibility ◽  
Behavioral Needs ◽  
Supporting Teachers

Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We examined principals’ qualifications (i.e., principal certifications, preparation, and experience) and professional learning opportunities across AES and neighborhood schools. Analyzing data from the 2011–2012 Schools and Staffing Survey, we found that AES principals are, on average, less qualified than neighborhood school principals in terms of their experience, preparation, and administrative certification. Furthermore, AES principals have less access to professional development opportunities. Results are consistent with prior investigations that indicate an inequitable distribution of personnel resources in AES compared with neighborhood schools.

Professional development that improves STEM outcomes

2020 ◽  
Vol 101 (5) ◽  
pp. 50-56 ◽  
Author(s):  
Heather C. Hill ◽  
Kathleen Lynch ◽  
Kathryn E. Gonzalez ◽  
Cynthia Pollard
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Instructional Improvement ◽  
Learning Opportunities ◽  
Instructional Decisions ◽  
Learning Time ◽  
Improvement Programs ◽  
The Moment ◽  
Supporting Teachers ◽  
Stem Outcomes

How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

scholarly journals Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987571 ◽  
Author(s):  
Jessica Thompson ◽  
Jennifer Richards ◽  
Soo-Yean Shim ◽  
Karin Lohwasser ◽  
Kerry Soo Von Esch ◽  
...  
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Science Teachers ◽  
Professional Learning ◽  
Research Practice ◽  
Secondary Science Teachers ◽  
School Based ◽  
Equitable Teaching Practices ◽  
Supporting Teachers ◽  
Practice Development

One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities—comprised of secondary science teachers, science and emergent bilingual coaches, and researchers—launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.

scholarly journals Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio

2021 ◽  
Vol 46 (4) ◽  
pp. 92-107
Author(s):  
Jill Duncan ◽  
◽  
Renée Punch ◽  
Nic Croce ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Learning Opportunities ◽  
Instructional Leaders ◽  
Strong Indication ◽  
Educational Settings ◽  
Closed Set ◽  
Geographical Regions ◽  
The Government ◽  
Supporting Teachers

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made

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