21st Century Professional Development: Why shift?
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School districts need to think outside the box in order to upgrade professional learning to support this rapidly changing educational environment. Move your professional learning into the 21st century, get connected!
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The document discusses professional development for 21st century teachers. It defines professional development as skills and knowledge attained for personal and career advancement, including formal education and informal learning opportunities. The document presents different situations where teachers must decide how to approach professional development through workshops, research, observation, and coursework. It also discusses ways for teachers to pursue professional development, such as face-to-face workshops, action research, peer observation, reading groups, teaching sessions, and creating online resources. Finally, the document emphasizes that ongoing professional development is important and not just the employer's responsibility, and that knowing your content area helps make you an effective educator.
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This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
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- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
educ2d- 21st century digital learner and teacher
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
Marlborough edventure keynote 1 Feb 2016
This document discusses future focused education and the need to transform education systems to prepare students for an uncertain future. It argues that education must shift from an industrial, compliance-based model to focus on developing skills like critical thinking, problem solving, creativity and collaboration. Schools need more flexible structures that allow for innovation, collaboration between educators, and input from students and communities. The focus should be on designing the future rather than looking back, and allowing new practices to emerge from the bottom up through an open, adaptive culture of innovation.
INSET TRAINING.pptx
INSET refers to in-service training for teachers aimed at professional development. It provides activities and practices to meet teacher needs based on self-assessments and helps improve teaching methods, classroom management, professional growth, and student-centered learning. The objectives of INSET include improving the teaching-learning situation, developing new skills and abilities, familiarizing with latest education approaches, creating effective learning environments, and supporting professional development. 21st century teachers play a key role in developing skills students need for the future like critical thinking, communication, and technology literacy. They must be learner-centered, multi-literate, multi-specialist, and life-long learners able to equip students with 21st century skills for new normal
Assis presentation d bubner
The document discusses innovation in education from an international perspective. It provides examples of innovative practices at four primary schools, including open learning spaces, student-run TV programs, and personalized learning approaches. The document also discusses curriculum trends toward teaching thinking skills, personal capabilities, and emotional intelligence. Innovation in highly innovative schools impacts student learning, engagement, character and academic performance, though quantifying its impact is difficult.
Passionbased Neshaminy
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
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Leading the eLearning vision at your school - strategies for leading your colleagues into the 21st century learning paradigm (Deb Jones)
Teaching Practice - Literacy and Learning 2.0
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
Ict Conference 09 - Nikki
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
Passion Leadership
This document discusses the transition to more digital and networked forms of learning, teaching, and professional development. It notes that 1) knowledge is being created faster than ever before, with more new information generated in a single year than in the previous 5,000 years combined; 2) jobs and skills are changing rapidly, requiring constant learning; and 3) communities, personal learning networks, and social learning will become increasingly important for ongoing professional growth and collaboration beyond traditional professional development models.
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
Fis Curriculum
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
Educational Technology
The document discusses the skills needed for success in the 21st century, including collaboration, critical thinking, creativity, communication, and digital literacy. It emphasizes the need for education systems to equip students with the ability to think, solve problems, and adapt to changing environments. Additionally, it outlines characteristics of 21st century teaching, such as making learning learner-centered and personalized, engaging students as producers, integrating new technologies, and innovating teaching practices.
Extraodinary Schools Coalition ICT presentation
This is the set of slides used throughout the first coalition ICT workshop held in Cape Town on the 22nd February 2011. This session was facilitated by John Thole of Edunova
Keynote Presentation March
This document summarizes a presentation given by Dr. Jay Marino on teamwork, collaboration, and shared leadership. It discusses accomplishments in reading and math performance, facility updates, increasing student enrollment projections, and the need for a new elementary school. It then talks about lessons learned from geese about teamwork and looks ahead to strategic planning. The goal is to prepare students for the 21st century by developing skills like innovation, adaptability, and cultural awareness through a focus on professional learning communities and continuous improvement at all levels.
The Impact of a Curriculum Leader
This document discusses curriculum development and 21st century education. It summarizes the views of Dr. Ross Todd and Dr. Jon Wiles on developing curriculum to help students succeed in today's digital world. Key points discussed include the importance of technological literacy, providing complex learning experiences to equip students for their futures, and establishing goals to improve the learning environment. The curriculum leader's role is to articulate a vision, create a path for 21st century learning, and show progress toward achieving the vision through collaboration. Standards and feedback are also discussed as important elements of curriculum development and achieving desired educational outcomes.
Continuous Improvement Core Presentation
The document discusses the need for continuous improvement in classrooms to better prepare students for the 21st century. It emphasizes developing skills like critical thinking, collaboration, creativity and problem solving. Classrooms should embed these 21st century skills into core subjects, standards, teaching strategies and assessments. The continuous improvement classroom model focuses on student ownership of learning, developing 21st century skills, and increasing academic achievement through teamwork, data analysis, and quality improvement tools.
Innovation playbook
This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital
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21st Century Professional Development: Why shift?
- 3. How can the district SUPPORT so MANY professional learning goals?
- 4. How can we keep up in times of RAPID change?
- 5. Are we putting the responsibility in the hands of the LEARNER?
- 6. Critical thinkers? Problem solvers? Good communicators? Good collaborators? Are we fostering teachers to be….? Information and technology literate? Flexible and adaptable? Innovative and creative Globally competent?
- 7. What SHOULD PD look like?
- 8. Choice Differentiated Multiple Paths-Participants OWN their learning causing INCREASED engagement
- 9. Everyone is a CO-LEARNER, side-by-side, equal
- 10. PD is an ongoing, jobembedded, and a DAILY learning process
- 12. Focus on making learning Visible and Reflective Voice Audience
- 16. Where to START?
- 18. Get Information – EXPAND Outside Our Walls
- 20. Bring ideas and new learning HOME