Teacher in-service is embracing microlearning, giving educators shorter, focused professional learning that fits busy schedules and improves classroom practice.
Teacher in-service is becoming more personalized, giving educators professional learning tailored to their roles, experience, and career growth.
Teacher in-service has expanded beyond the auditorium, giving educators flexible, technology-driven professional learning throughout the year.
Emily Davis, ASCD Emerging Leader, is the New Teacher Center Program Director, Santa Cruz/Silicon Valley New Teacher Project. Davis is also the author of Making Mentoring Work. Davis stalks about her work and the topics currently driving education. Summary of Making Mentoring Work (published by Rowman and Littlefield): Making Mentoring Work is a practical guide for school leaders interested in beginning or enhancing their mentoring programs for new teachers. Readers can use the mentoring program rubric to pre-assess their program and then choose the chapters that correspond to areas of growth. Each chapter provides background research as well as practical steps and tools to make mentoring work in a school environment. At the end of each section, readers will find discussion guides that support program leaders in making the next steps; organizing conversations with stakeholders that will transform and streamline new teacher support programs; and increase new teacher retention and practice.
In this interview, ASCD Faculty member and former principal Pete Hall explains how reflection supports teachers’ professional growth and effectiveness.
In this interview, IRIS Connect’s Andy Newell discusses the company’s U.S. expansion and the video tools that let teachers take control of their development.
Educator motivation is the subject as Dr. Robyn Jackson, ASCD author and CEO of Mindsteps, discusses her experiences and how hard educators should work today.
In this interview, Pete Hall and Alisa Simeral, authors of Teach, Reflect, Learn, explain how teachers can use self-reflection to improve classroom practice.
Data literacy for educators depends on how reports are designed and supported. See what research shows and what leaders can ask their data systems.
Differentiated professional development for teachers works best when training uses the methods it teaches. See what research says and how leaders can apply it.
D r. Jenny Rankin illustrates why data used with high-stakes consequences should always be made “over-the-counter” (embedding guidance for users) to best ensure the data is understood, analyzed appropriately, and used effectively. Look for an upcoming op-ed from Dr. Rankin on edCircuit.
Sir Ken Robinson joins “CBS This Morning” to discuss his new book, “Creative Schools: The Grassroots Revolution That’s Transforming Education.”