674 Search Results for "oh"

• Charles_THOMPSON

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• Jennifer_Lowe

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• Angela_Riffle

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• Cindy_Van_Scyoc

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• Tammy_Larison

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• Professional Development On Yo Professional Development On Your Time, Your Way

  • From: Steven_Anderson1
  • Description:
    

    As someone who helps develop and deliver professional development to teachers, I've heard lots of reasons why some of the PD schools offer to teachers might not be a good fit.
    
    It's not relevant to me.
    
    It's a waste of time.
    
    Boring.
    
    I am sure if you ask, most teachers can recall some PD they've suffered through with great detail.
    
    PD should be something that we look forward to. It should be something that we are excited about. It should be something we are in control of.
    
    Yep. In control of.
    
    Did you know there are tons of ways to learn new concepts, techniques and ideas for both in the classroom and for you as an educator?
    
    Simple K12 Webinar Series (http://simplek12.com/webinars) The girls over at Simple K12 have been offering free webinars on a wide variety of topics for a while now. Everything from going Google Apps, formative assessments, iPads, administrator specific stuff, you name it, they probably have an upcoming webinar on it. The webinars range from 30 mins to 1 hr and are completely free to watch live. (If you want the recordings you have to be a member of the Community which comes at a fee.) Check out the upcoming calendar for all they have to offer.
    
    Classroom 2.0 Live! (http://live.classroom20.com/) Classroom 2.0, one of the largest member communities for educators anywhere on the Internet, has been doing these Saturday live webinars since 2009. Again, the topics vary week-to-week. But no matter the topic, you will find yourself having lots of fun and learning too. The sessions take place every Saturday at 12 noon Eastern. Miss a show? Not to worry! They archive every session and tag them so they are easy to search. This archive is a place I regularly go to find information on tools, trends in instructional practices and just to learn something new. You can also subscribe to the audio feed in iTunesU.
    
    Bam Radio Network (http://www.bamradionetwork.com/) Bam Radio has grown into the place to visit for educational podcasts. With so many topics to choose from, my iPod is about to bust with all shows I've downloaded. You may already know 2 of the shows there, Edchat Radio and my show, Edtech Radio but those are just 2 of over 50 with hosts of every caliber. Oh, and all the shows are free and short too (about 10-20 mins) which makes them perfect for listening while riding to work or going for a stroll.
    
    School Leadership Summit Recordings (http://admin20.org/page/summit-recordings) The School Leadership Summit was a 1-day, completely virtual conference aimed at school administrators but the topics reached much further than the school principal. With a keynote from Yong Zhao and over 100 sessions, you are sure to find something that you didn't know before. I am certainly going to spend time going through all the sessions over the next couple of weeks.
    
    TED Talks (http://www.ted.com/) By now most have heard of TED Talks but in case you haven't, TED (Technology, Entertainment, Design) are talks given by some of the world's best thinkers and doers. Whenever I watch one, no matter if its on the designs of 404 pages on websites to a talk given on monkeys and game theory, I always learn something. There are over 1400 to choose from, and while not all are education related there are several that are. And even the ones that are not, there are still takeaways that you can use in your teaching.
    
    Open Courses (Various) In just the past year there has been an explosion in the number of higher ed institutions providing open courses to the world, meaning you can take a course on Physics from MIT or economics from USC. From MIT Open Courseware to edX (which is a combined effort of over 10 universities) there is so much out there to choose from, all for free. These can be great places to beef up your content knowledge or just learn something new.
    
    Twitter Hashtags (http://bit.ly/hashtagsedu) A list like this wouldn't be complete without mentioning the great learning that happens on Twitter 24/7. And hashtags are a great way to organize and follow that learning. (Want to learn more about hashtags? Read this post I wrote a while back.) The spreadsheet linked above is one of the best I've seen. Organized by day, it has most all of the Educational Hashtag chats and their times, along with hashtags that might not have a chat but folks still share using them.
    
    Now, take control of your professional development. Use these as a starting point and go learn!
    
    Do you have other places, webinar series, podcasts or courses that have helped you take control of your PD? Leave some comments below.
    

    photo credit: Βethan via photopin cc
  • Blog post
  • 1 month ago
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• Michelle_Shafer

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• Lewis_Gaetano

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• Joe_Hoelzle

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• Don't Stop Achievin' Don't Stop Achievin'

  • From: Hannah_Penna
  • Description:

    Don't Stop Achievin' (Cover of "Don't Stop Believin'" by Journey)
    
    Authors: Lyrics by David Brower, Sacajawea Middle School Principal, and Hannah Gbenro, Instructional Technology Specialist.
    Performed to the tune of Journey's "Don't Stop Believin'" by JoAnne Landis (Vocals), Jerry Warren (Vocals), Adrienne Chacon (Vocals), Rex Tucker (Guitar), Hannah Gbenro (Keyboard), and David Brower (Drums) at the FWPS August 2011 Administrative Retreat.

    Verse 1
    She's a brilliant girl
    Acing History of the World
    But she knows her grades don't mean anything
    A boy failing math
    Oh, how he hates that class!
    But he knows his grades don't mean anything

    Grades based on achievement
    Learning is the focus
    K-12 vocab we'll go on and on and on and on

    Chorus
    Standards, re-do's, different pathways guaranteed
    Learning, instruction, this is right
    Leverage, endurance, readiness - take the lead
    All kids reaching a new height

    Verse 2
    Clear and transparent
    Grades based on academics
    Giving options for success

    Grades based on achievement
    Learning is the focus
    K-12 vocab we'll go on and on and on and on

    Chorus
    Standards, re-do's, different pathways guaranteed
    Learning, instruction, this is right
    Leverage, endurance, readiness - take the lead
    All kids reaching a new height

    Chorus
    Don't stop believing
    Hold on to that feeling
    Teachers, students
    Don't stop achieving
    Hold on to that feeling
    Leaders, parents

    Cross-posted from:
    http://www.fwps.org/cur/sbe/staff/blog/1112/111007blog.html?nav=off
    Originally Posted: October 7, 2011

  • Blog post
  • 2 months ago
  • Views: 234

• Oh technology! Oh technology!

  • From: Megan_Albrecht
  • Description:

    I especially encountered technological problems my first day student teaching, which (added to my already anxious state) made me super flustered. When I finally got my presentation working, I charged full-speed ahead and didn’t breathe until it was over.

    What I learned was to not let minor hiccups throw you off your game. By not devoting the proper time to something because I was "mad" at technology, my students missed out and I didn’t get to properly display something I had worked hard on. I can also thwart this in the future by planning my lessons accordingly. Now that I know it takes a while to set up, I can use the bellringer time or an individual activity to set everything up.

    Here is the link to my Introduction video:

    http://youtu.be/IbdCovG-sEg
    

  • Blog post
  • 2 months ago
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• Susan_Poyo

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• Heather_Nianouris

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• Debra_Cleland

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• Mary_Mackay

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• Rose_Muhl

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• Judith_Miller1

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• Sara_Elliott

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• Donald_Paullin

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• Keepin’ It Real: Preparation P Keepin’ It Real: Preparation Pathways that “Work”

  • From: Fred_Ende
  • Description:

    This post is a part of the ASCD Forum conversation “What is the role and responsibility of educator preparation programs to foster and sustain effectiveness?" To learn more about the ASCD Forum, go to www.ascd.org/ascdforum.

     

    Despite my alma mater’s best intentions, I was not ready to be a teacher upon graduation.  Sure I completed all my methods courses, and found my student-teaching experiences to be excellent learning opportunities.  Yes, I was lucky enough to get a job in the subject area I had been “trained” for, and for all intents and purposes, I was ready to “start” my life.

     

    Unfortunately for me, I had no clue what I was doing.  Seriously.  I still recall a conversation I had with a colleague (who would later become a trusted friend and co-worker).  It went a little something like this:

     

    Ray:  Hey Fred.  How was your first day?  You’re packed up and ready to go?  What, do you have an appointment or something? (Note: It was about 2:30 in the afternoon)

     

    Me: Oh, hey Ray.  It was great.  I can’t believe how easy it was.  No appointment, I just got everything done I needed to do.

     

    Ray: Oh.  Huh. (staring at me with one eyebrow raised)

     

    Needless to say, from Day 2 on, it was rare for me to ever leave before 4:00 (and those were often good days).  I just didn’t get it, and while a scenario like this might be very common, the fact that I thought I understood the time commitments of my new career and yet was so off-base means that there was (and still is) a major disconnect between teacher preparation programs and the “real” world of education.  There are a number of issues we need to consider in order to make sure that folks new to the profession aren’t left picking their jaws up off the floor when they realize all that teaching involves.

     

    Let’s prepare specialists, not generalists.  Educators new to the profession can no longer afford to be generalists (in fact, I would offer the challenge that this has always been the case).  Teacher preparation programs are often woefully short on subject matter deep-dives (particularly for elementary pathways).  When I was a middle school science teacher, there were times when I would provide misinformation because I believed I knew something that I didn’t.  But, I was secure enough in my knowledge base to write the wrong after I did further research.  Plus, I was never afraid to say, “I don’t know.  Let’s figure it out together.”  Unfortunately, it can be tough to teach a subject with little content background.  We can teach our students how to write essays, but if they have no content to write about, the process is pointless.  Preparing prospective teachers with methodology without the subject-area skeleton is much the same.  As an added bonus, this adds rigor and an air of “the serious” to the preparation program.  We all know how challenging teaching is.  We can’t afford to have those who aren’t serious about the profession enter it.

     

    Provide certification blueprints.  I went to a university in a state I did not plan to teach in.  Yet, I never knew to ask what I would need to do to become certified to teach in the state I DID want to teach in.  Maybe that was just naïveté on my part, but I don’t think so.  It would have been nice if I knew what I would have to do to transfer my certification before I graduated, and without me having to try and navigate not just one state education department, but two (my head still hurts).  While times may have changed since I graduated college, it would be great if prospective teachers were given this information ahead of time and had the opportunity to ask the important questions about what they need to do, and why they need to do it.  While this might not have changed anything in my career progression, I will never be sure.  I ended up paying for and sitting through multiple certification exams in multiple states.  Needless to say, my initial certification in my first awarding state has long since expired.  And guess what?  It was never used.

     

    Let’s Talk.  Considering the emphasis on college and career readiness, why aren’t colleges and universities regularly meeting with K-12 teachers (by the way, this isn’t meant to be a dig on post-secondary staff, those of us in the K-12 world can be reaching out to colleges and universities too)?  In the ten years that I taught middle school science, never once was there talk about seeing what was taking place in our area colleges and universities to prepare future science teachers.  It was almost like the two relatives in everyone’s family that refuse to acknowledge each other.  It seems to me that better preparation pathways could be designed by engaging in regional symposia that would bring K-12 and postsecondary educators together to share curricula and discuss methodology.  If nothing else, it would be a great start to opening discussion and would help provide pre-service educators with a clearer horizon to head towards.

     

    Involve all Stakeholders.  Wouldn’t it have been helpful if one (or a few) of the courses you took in your preparation had parents and students from the area actually attend?  Stakeholders could share their thoughts and feelings about current education, and prospective teachers could role-play the types of parental and student scenarios that can be demoralizing for new teachers.  Imagine how helpful these types of interactions could be towards helping future educators meet parents and students where they are and to always move towards positive resolution. 

     

    Begin Teacher Prep in High School.  It isn’t appropriate for post-secondary faculty to find out that a student isn’t ready to become an educator during a junior level methodology class.  Unfortunately, by this point, students have already progressed through two years of college, and in these days, have already amassed debt and are simply trying to graduate.  This may force some to enter a career that they don’t find themselves interested in, simply because they can’t spend another year or two in college with a new major.  It stands to reason, then, that we should be providing students with coursework in education earlier on in their academic careers.  Why not provide child study courses at high schools across the country?  Or, why not give juniors and seniors at the high school level the chance to pair up with teachers in their own school (or other district schools) and get a brief intro to student teaching?  This could would strengthen the prospective teacher pool by providing experience and much needed perspective, and perspective can be everything.

     

    The future of education depends on the next generation of teachers.  They can’t be faulted for being ill-prepared.  In fact, I would even suggest that our manner of “evaluating” new teachers shouldn’t put blame on them for not necessarily knowing what to do.  In those situations, the blame should be put on the collective “us.”  If we expect new educators to become effective master teachers and learners, then we need to provide them with the path to do that, and just as importantly, join them as they progress down that road.

  • Blog post
  • 3 months ago
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