Due to certification requirements or contractual agreements, teachers are generally required to participate in professional development (PD) programs, however, most teachers see professional learning as much more than completing an obligation. According to Professional Development and Teacher Change by Thomas R. Guskey, “they (teachers) see professional development programs as among the most promising and most readily available routes to growth on a job.”
Matt Chapman, CEO at NWEA and keynote speaker at this year’s Solutions Summit, shared with conference attendees the impact the Every Student Succeeds Act (ESSA) will have on K-12 school district human resources (HR) departments.
It’s teacher appreciation week and thousands of students, parents, and community members are thanking educators for making a difference in their lives.
Teachers work tirelessly to deliver instruction and help every student succeed. They understand the importance of objective-driven lesson plans, differentiated learning, checking for mastery etc. However, many school districts struggle to uphold the same standards for effective professional development for teachers. One of the best ways we can show appreciation for our teachers is to listen to their needs, respect their time, and most of all, support them in the classroom by delivering meaningful professional development.
Attendees at this year’s Solutions Summit in Portland were treated to three unique and engaging keynote presentations, which included education and data leaders taking the stage to discuss innovative ways to invigorate K-12 human resource processes.
Keynote presenters included a panel discussion led by Bob Rogers, Chief Data Scientist at Intel; Peter Ianniello, Executive Director of Human Resource Support at New York City Department of Education; and Matt Chapman, CEO at NWEA.
From Googleyness to Hired! – What K-12 School Districts Can Learn from Google When Attracting Top Teacher Candidates
Many think that tech titan Google has an overwhelming advantage in recruiting top talent. Whether true or not, your school district doesn’t need to be a world-famous brand to get top teacher candidates through the door. What you need is a titan-like hiring strategy. So here is what your district can learn from Google when attracting top teacher candidates this hiring season:
Solutions Summit 2016, from April 20 – April 22 in Portland, Oregon, is around the corner! This year’s Summit offers an unprecedented line-up of sessions — from recruiting, hiring, and onboarding to PD management and practices . . . as well as absence management and workforce planning.
Get ready for Solutions Summit 2016 by viewing our Official Agenda, and take a look at our list of 5 Things You Will Want to Do at Solutions Summit 2016:
Using Professional Development Management Tools to Empower Great Teaching, Develop Leaders, and Increase Student Achievement
Every teacher enters the classroom with a unique background, a different set of teaching skills, and various classroom strengths. And in addition to teaching a new set of students each year, they may have to meet a specific set of new or enhanced school or district requirements. With such complexity, it is essential for school districts to implement professional development (PD) management tools that meet the individualized learning needs of every educator.
New Report: How We Can Learn From Other Countries to Improve the Traditional U.S. Model of Professional Development
The National Center on Education and the Economy (NCEE) and the Center on International Education Benchmarking (CIEB), released a new report that suggests that the current U.S. model of professional development “far underperforms other key competitor countries.” In Beyond PD: Teacher Professional Learning in High-Performing Systems, leading Australian researcher, Ben Jensen, analyzes the delivery model of professional development in four high-performing systems: Shanghai, British Columbia, Singapore, and Hong Kong. Each of these systems score near the top of all jurisdictions tested in science, mathematics, and reading in the Programme for International Student Assessment (PISA).
While many educational leaders acknowledge the benefits of technology in the classroom, there are still teachers who struggle to effectively incorporate it into instruction. An Advanced Placement (AP) and National Writing Project (NWP) survey reported that 36 percent of teachers under 35 years old and 44 percent of teachers 55 and older do not describe themselves as “very confident” at using new digital technologies.
As educators and school leaders, it’s important to stay-up-to-date on the latest research and implement new teaching methods in an effort to be more effective in the classroom. Recent research offers new evidence that social-emotional teaching methods are a great way to increase student learning and impact their ability to be successful in the future.