January 6, 2019
As we transition to a 21st century model of learning for students, administrators must also transition to 21st century professional development for our staff members. If we aren't modeling our expectations for what should happen every day in every classroom, then we aren't going to see effective change. But we have a problem regarding how to train our teachers because they come from two entirely different groups of life-long learners. Many of them are digital natives, who need training on best practices and instructional content knowledge, but they don’t need training in using technology efficiently. Many others are seasoned veterans in the classroom, who need little instructional knowledge but DO need trainings on implementing technology efficiently. To meet the needs of all instructors, administrators should begin sending weekly videos and articles for PLC teams . . . a menu of learning options. Teams could then select weekly content based on their professional growth needs; teams could watch or read together and then discuss how they might transfer the skills or suggestions into their own practices. Providing differentiated digital professional development for all teachers honors their time and allows them to grow where they need growth.
As we transition to a 21st century model of learning for students, administrators must also transition to 21st century professional development for our staff members. If we aren't modeling our expectations for what should happen every day in every classroom, then we aren't going to see effective change. But we have a problem regarding how to train our teachers because they come from two entirely different groups of life-long learners. Many of them are digital natives, who need training on best practices and instructional content knowledge, but they don’t need training in using technology efficiently. Many others are seasoned veterans in the classroom, who need little instructional knowledge but DO need trainings on implementing technology efficiently. To meet the needs of all instructors, administrators should begin sending weekly videos and articles for PLC teams . . . a menu of learning options. Teams could then select weekly content based on their professional growth needs; teams could watch or read together and then discuss how they might transfer the skills or suggestions into their own practices. Providing differentiated digital professional development for all teachers honors their time and allows them to grow where they need growth.
Providing supportive trainings to each group of teachers shelters learning, experimentation, and growth. Large staff meetings with strict agendas, on the other hand, do not meet the needs of all instructors. According to Lewis (2010), “Fifty percent of teachers leave the profession permanently after five years of teaching. One frequently cited reason for this exodus is lack of administrative support. According to The Numbers Game: Ensuring Quantity and Quality in the Teaching Workforce, a report of The National Association of School Boards of Education (NASBE), the first component of a satisfying job in teaching is that ‘satisfied teachers are more likely to work in schools with supportive environments.’” Veteran teachers often complain that too much change at one time is their BIGGEST concern for their futures. New teachers often express frustration with lack of instructional training (support) as their biggest concern, and as long as we make incremental changes with supportive digital trainings in the future, both groups will more likely remain on our staffs.
Below are examples of digital trainings for social studies teachers with beginning, intermediate, and advanced levels so teams can implement changes from their present level of expertise. The purpose of these trainings is to help social studies teachers analyze their own student data and plan for increased proficiency through targeted reading and writing practices.
Please complete our Survey after trying a professional development module. We will use your feedback to improve our content.
Below are examples of digital trainings for social studies teachers with beginning, intermediate, and advanced levels so teams can implement changes from their present level of expertise. The purpose of these trainings is to help social studies teachers analyze their own student data and plan for increased proficiency through targeted reading and writing practices.
Please complete our Survey after trying a professional development module. We will use your feedback to improve our content.
A PowerPoint on how to use data to modify instructional practices (provides interactive activities and digital video analogies):
practical_data-driven_instruction.pptx | |
File Size: | 3043 kb |
File Type: | pptx |
A beginner-level training on how to use close-reading strategies:
close_reading_strategies.pdf | |
File Size: | 58 kb |
File Type: |
A beginner/intermediate training on how to use formative data to plan instruction:
using_formative_data_from_close_readings.pdf | |
File Size: | 59 kb |
File Type: |
An intermediate training on modifying instruction during a unit based on formative data:
modifying_instructional_plans_based_on_data.pdf | |
File Size: | 61 kb |
File Type: |
An advanced training on reteaching missed skills to struggling students after a unit ends:
reteaching_strategies_for_remediation.pdf | |
File Size: | 70 kb |
File Type: |
References
- Adams, L., & Novak, B. (2015, January 16). Leading a balanced reading assessment system: Formative assessment (Wisconsin department of public instruction). Retrieved December 18, 2018, from https://www.youtube.com/watch?v=ZtVxCOv9XnU
- Alber, R. 3 (2011, December 6). Ways student data can inform your teaching (Edutopia). Retrieved December 18, 2018, from https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber
- Bambrick-Santoyo, P., & Peiser, B. M. (2012). Leverage leadership: a practical guide to building exceptional schools. San Francisco: Jossey-Bass.
- Burke, B. (2017). A close look at close reading [PDF]. Retrieved December 18, 2018, from https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf
- Cleaver, S. (2014, January 17). Strategies for close reading (We are teachers). Retrieved December 18, 2018, from https://www.weareteachers.com/strategies-for-close-reading/
- Close reading protocol (Facing history and ourselves). (2017). Retrieved December 18, 2018, from
- https://www.facinghistory.org/resource-library/teaching-strategies/close-reading-protocol
- Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2nd Edition. Alexandria, VA: ASCD.
- Differentiating instruction: Getting personal with technology (What works in education). (2010, July 19). Retrieved December 18, 2018, from https://www.youtube.com/watch?v=gFXbuE-21I4
- Fisher, D., & Frey, N. (2013). Close reading, U.S. history (Youtube). Retrieved December 18, 2018, from https://www.youtube.com/watch?v=iKIUovilf5Y
- Goodwin, B., & Hubbell, E. R. (2013). The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day. Alexandria, VA: ASCD.
- Gray, T. (2015). Assessing close reading in the classroom. Retrieved February 5, 2019, from https://www.youtube.com/watch?v=kuQWa_XyCpI
- Lambert, K. (2012). Tools for formative assessment [PDF]. Retrieved December 18, 2018, from http://www.levy.k12.fl.us/instruction/Instructional_Tools/60formativeassessment.pdf
- Lewis, S. (2010, November 19). Crafting the 21st century teacher through professional development (Southeast education network magazine). Retrieved December 18, 2018, from http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/1075/Crafting-the-21st-century-teacher-through-professional-development
- Marzano, R. J. (2010, October). Art and Science of Teaching/Reviving Reteaching (Educational Leadership). Retrieved December 18, 2018, from http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Reviving-Reteaching.aspx
- Reteach and Enrich: How to Make Time for Every Student. (2011, October 06). Retrieved December 18, 2018, from https://www.edutopia.org/stw-differentiated-instruction-budget-assessment-video
- Savvy Strategy: Remediating and Reteaching. (2013, February 21). Retrieved December 18, 2018, from https://teachinginstyle.wordpress.com/2012/03/05/tips-and-tricks-remediating-and-reteaching/
- Schieler, L. (2017). Tiered instruction in a middle school math classroom (MCS steal mine). Retrieved February 5, 2019, from https://www.youtube.com/watch?v=sNQT-jmcYJs
- Teacher labs: Making professional development collaborative (Edutopia). (2017). Retrieved February 5, 2019, from https://www.youtube.com/watch?v=gf5KcyHGhRA
- Using data for meaningful classroom change (PCG). (2015). Retrieved February 5, 2019, from https://www.youtube.com/watch?v=UsVVtPJO0UI
- Willoughby, J. (2015). 6th grade close reading of informational text (Leverage learning group). Retrieved February 5, 2019, from https://www.youtube.com/watch?v=zxzU2TmFLiw
- Wilson, R. (2015, March 03). Education Research Says We’re Teaching too Much to be Good at Anything (School News Network). Retrieved December 18, 2018, from http://www.schoolnewsnetwork.org/index.php/2014-15/education-researcher-robert-marzano-says-we-re-teaching-too-much-be-good-anything/
- Wormeli, R. (2010, November 30). Formative Assessment. Retrieved December 18, 2018, from https://www.youtube.com/watch?v=rJxFXjfB_B4