Waking Rip Van Winkle: A proposal to redesign the education workforce

The education model in which a single teacher instructs a single classroom of students has been remarkably persistent, but teacher shortages, low morale, and poor teacher retention are signs that it’s not working well for teachers. Ray Reutzel and Parker Fawson describe how Utah’s Center for the School of the Future is seeking to redesign the teacher workforce to improve outcomes for both teachers and students without increasing costs. Their integrated workforce model brings students together in a pod led by a master teacher, classroom teachers, teacher interns, aides, and tutors. Students receive more individualized support, and prospective teachers have more opportunities to practice their skills before receiving a license and becoming a lead teacher. The model also includes pathways for paraprofessionals to complete education coursework while they continue to earn an income.

The Soul Structure Coding, Dna, Rna & The Brain

Before embodiment, each individual entity has intrinsic knowledge of their Soul Structure Coding. The Soul Structure Code is a complex system that is composed of seven components, each part having seven sub-components to program in preparation for life on Earth. Your choice is yours alone, but with the help of your Master Teacher/Spirit Guides who no longer come into embodiment, you first discuss this coding with them in preparation for another life to be lived in our future. In The Oneness there is only a state of Omnipresence in the mirror image of the form we call God.

Breaking It Down: Disaggregated Personal Finance Test Scores of Teachers and Students

The financial and public health crises that have impacted the global economy in the past two decades have heightened awareness of the importance of financial literacy for consumers, businesses, and governments. This study uses secondary school teacher and student pretest and posttest scores on the Test of Financial Literacy to identify persistence and changes in learning for teachers and students by content standard. Using non-random data collected as part of Mississippi's Master Teacher of Personal Finance standards-based teacher training program, results show that teacher participants know a lot about personal finance prior to the training and learn more during the training while their students do not know very much about personal finance prior to starting a class that includes this content and know a little more when they finish the class. Disaggregating teacher and student results shows that teacher knowledge about financial investing is relatively low, and student learning in investing, saving, and insuring is also low. The study highlights the need for implementation guidelines for teachers and required assessment for students. Specifically, the guidelines and assessment could be used to reallocate scarce resources more effectively to teach these content areas where deficiencies are identified.

Master teachers as system leaders of professional learning: master teacher studios in China

PurposeThis study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS).Design/methodology/approachThis paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.FindingsThe article first outlines the context framing the system change, including its policy background and evolution, and then the MTS's purpose, formative process and structure. It finally examines major teacher learning activities and the leadership roles of the MTS hosts (leaders).Research limitations/implicationsThis study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.Practical implicationsThe MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.Originality/valueThis article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.

KIPRAH TUAN GURU DALAM POLITIK LOKAL

The character of the master teacher in the Lombok Society Lombok encourages the masters to be more involved in practical politics so that it has an impact on da'wah activities. This study elaborates on the involvement of the master teacher in practical politics and its impact on the preaching of master teachers in Praya District, Central Lombok. This research produces a fact that involvement of master teachers - master teachers in Praya District Central Lombok in politics based on capacity and its role in society, but then the role shifted towards "political oriented"

Penerapan model pembelajaran OIDDE untuk meningkatkan keterampilan pembelajaran berbasis karakter pada guru pendidikan dasar dan menengah

The application of character values through classroom learning has not been maximal because teachers have difficulty choosing the right learning model. The OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model is appropriate to implement. This article aims to describe the implementation of teacher assistance activities in developing character values through learning by applying the OIDDE learning model. The subjects of the service were 12 teachers at SD / MI levels, 12 teachers from SMP / MTs, and 15 teachers at SMA / SMK / MA levels from 39 schools in Batu City, East Java. The activity was carried out for 6 months using the Forum Group Discussion (FGD) method, workshops, hands-on practice, outreach, and evaluation. The evaluation of community service is carried out thoroughly, from the process to the output, especially the seriousness of the teacher in participating in the activities to the skills in applying the model. The results of the process evaluation show that, the service activity is carried out well, the average attendance is 85%, and as many as 100% of the teachers become the Master Teacher model. OIDDE learning, and has the right to provide tutors with OIDDE learning models.

How do Master Teachers plan to renew early childhood education in Hungary? – The five-year plans of the Master Programmes and their implementations

In Hungary, the teacher qualification and promotion system was extended with the missing Master teacher grade in 2016. The analysis of the five-year plans of the Master teacher candidates provides an opportunity to get an overview of the vision of experienced and highly qualified teachers about the current situation and the potentials of the educational sector. The research explores the Master programmes of 95 Master teacher candidates from the early years sector to understand what issues they identify in their everyday work, which motivates them for professional learning and for setting innovative goals. The qualitative research uses document analysis to explore the programmes that is followed by semi-structured interviews. The Master kindergarten teachers consider teacher fluctuation and the changes in the legislation the main issues that induce extra tasks to deal with. They also plan to enrich their practice with innovative methods. Collaborative methods for professional learning and planning are frequently mentioned in the programmes, but the terrain of knowledge sharing is mainly their community of practice. Even though opposition is visible in the teachers' attitude against the qualification network, the majority of the Master teachers claim to consider their master programme as an enhancement of their professional work.