Bring up the topic of professional development (PD) around teachers, and you may well encounter a few sighs, eye rolls, or other expressions of frustration. Busy teachers, who themselves are responsible for structuring effective learning environments, understandably have little patience for ineffective PD (which often features external experts providing limited instruction on skills and assumes that new ideas can easily replace, or integrate into, teachers’ existing practices). These sessions can fail to account for the contextual nature of teachers’ work. Ineffective—and even harmful—PD has been a stubborn part of many educators’ professional lives for far too long.
Carpenter, J., & Green, T. (2018, November). Retrieved February 13, 2019
- Posted: March 27, 2019
Home » Best Practices » Carpenter, J., & Green, T. (2018, November). Retrieved February 13, 2019
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Menu
- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead