Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
The Impact of Teacher Professional Development on Student Success.hussanisoyat
In the dynamic landscape of education, where the demands on both teachers and students continue to evolve, the role of teacher professional development has gained significant prominence. Recognizing that the quality of teaching directly influences student success,
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Razmišljanje o pozitivnoj pronatalitetnoj politiciprivate practice
Vrlo je malo ljudi danas svjesno da brak sadrži tajnu koja seže mnogo dublje nego bračni savez. To je tajna vječnoga saveza između Krista i njegove zajednice koja se odražava u braku. Takav je brak mnogo više nego običan savez između muškarca i žene, oni su opečaćeni višim savezom: savezom Boga i njegova naroda. I to uvijek treba biti na prvome mjestu. To je savez kojemu smo obećali vjernost na krštenju i koji obnavljamo u obredima, posebno Vazmenoga bdijenja i u nekim sakramentima. Na to bismo trebali misliti kod svakoga vjenčanja. Bez toga ni najsretniji brak ne može donijeti trajne plodove.
Deinstitucionalizacija ili samo prevencija nove institucionalizacije private practice
Kako bi osobama s invaliditetom omogućile potpuno sudjelovanje u društvu i ostvarivanje prava na život u zajednici, još u prošlom stoljeću mnoge razvijene zemlje svijeta započele su aktivno provoditi politiku deinstitucionalizacije uz razvoj adekvatnih službi podrške u zajednici.
U našoj je zemlji učinjen određen pomak u pristupu prema osobama s invaliditetom kroz postupnu tranziciju i promjenu medicinskog modela u socijalni model i model ljudskih prava te se stvaraju osnovni preduvjeti za uspješnu implementaciju politike deinstitucionalizacije osoba s invaliditetom
Historically and contemporaneously, persons with disabilities have been excluded from exercising their human rights, including the right to political participation. The UN Convention on the Rights of Persons with Disabilities responds to this circumstance and provides a holistic solution. Emerging practices around the globe nonetheless bear out that persons with disabilities can be successfully incorporated in all phases of an electoral process.
Civil society is one element of a three-part framework comprising the state, economy and society. Creates and maintains cultural and social hegemony of the dominant group by consent rather than coercion.
It is the arena in which to compete conflicting interests (that is, class interests) and direct domination and coercion, the state and the market must for its legitimacy to obtain the consent of the civil society. It consists of the actions of citizens (all human beings), individually and together, to improve their community and society. Such actions are the basis upon which democracy, pluralism, respect for human rights, good governance and the cohesiveness of society
Glogster is visual, intuitive and very easy to use. What’s more, it caters for all students regardless of their level, it really appeals to them, and most importantly, it boosts their creativity and allows them to express their ideas in an artistic way.
The mobile learning revolution is alive and growing in popularity every day. When schools move toward mobile learning in the classroom, they can take advantage of electronic devices such as tablets and cell phones that offer portability and ease of use. Mobile learning technologies can offer teachers a flexible approach to learning with their students in a variety of locations, and encourage this learning to continue at home.
More and more teachers are finding success with using mobile devices in the classroom. As a new teacher, you will want to investigate the policy and attitudes of your school and administration regarding the use of mobile devices for learning. What is the written policy? What is the spoken policy? Are there other teachers, coaches or administrators in your school who are doing this? Find like-minded teachers and begin a discussion.
Success doesn't just happen. It takes strategic planning and putting the right building blocks in place for success. This means doing things like informing parents, teaching responsible use, updating classroom management techniques, carefully planning activities and including students, and teaching students about safety and etiquette
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.
Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying:
1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation
Teacher quality is an important school-level factor in student achievement and the focus of ongoing effort by policy makers and practitioners to ensure that all students have effective teachers throughout their school years. New teacher induction is an essential component in teacher development and retention . Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Living with a learning disability can be difficult. Every learning disability is different and every child is different. With dysgraphia, it may always take extra time to write a paper, or to do math homework. But there are many technologies that can ease the transition to be better students
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. _____________________________________________________________________________________
Support for educators and trainers
What is new teaching? How could we use new methods and ICT to support
this?
I
Teacher quality is an important school-level factor in student achievement and the focus of ongoing
effort by policy makers and practitioners to ensure that all students have effective teachers throughout
their school years. New teacher induction is an essential component in teacher development and
retention . Teacher induction, defined as inservice support for beginning teachers, is separate from
preservice preparation and ideally serves as a bridge linking preservice and inservice education.
Common objectives of teacher induction include teacher development, socialization into the profession,
assessment of teaching effectiveness, and support in refining practic. Although programs vary between
schools and context, they typically include a variety of activities such as orientation, classroom support,
workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that
allows them to practice their teaching skills prior to undertaking the responsibilities the job requires
(Ganser, 2002). As a result, first year teachers are, on average, less effective than their more
experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS)
and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers
are either beginners or nearing retirement. More than a quarter of teachers are in their first five years
of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll
& Merrill, 2010).
2. 1.Teacher Retention and Mobility
Teaching involves many complex tasks. New teachers, no matter which route of preparation taken, are
not fully prepared for their first day of teaching and have a lot to learn. In recent years due to high
attrition as well as retirement, the demand for teachers has increased (Ingersoll & Merrill, 2010).
Teacher turnover is substantially higher in high poverty schools than it is in suburban schools with low
poverty . Turnover in low performing schools is further compounded by the challenge of filling the
vacancies with highly qualified teachers . Research studies have documented that teacher shortages are
heavily impacted by numerous teachers leaving the profession within the first five years, also referred to
as the revolving door . As teachers continually leave these schools and the education profession
altogether, many new teachers are needed, and as such, induction and mentoring offer an avenue to
prepare and retain effective teachers.
Researchers note a movement in recent years to improve new teacher induction programs (Wayne,
Youngs, & Fleishman, 2005). Successful programs help teachers understand their roles and guide them
to be effective practitioners, which effects teachers' decisions to stay in their schools and the profession
altogether . In contrast, teachers leave schools where they are not supported, feel ill equipped to meet
students' needs, and ultimately, feel ineffective. These conditions are more widespread in low
performing schools with high percentages of minority populations (Loeb, Darling-Hammond & Luczak,
2005) and where induction programs are less common . However, high performing schools with high
poverty and minority populations also retain effective teachers, which indicates that teacher turnover is
more closely related to the environment and support that teachers receive than socioeconomic and
ethnic status of the students (Johnson, Kraft, & Papay, 2012). To support beginning teachers and shape
effective patterns in their teaching , comprehensive induction programs including individualized
mentoring and professional collaboration within a supportive culture are necessary.
2.Comprehensive New Teacher Induction
Comprehensive induction programs are defined as opportunities to collaborate in small learning
communities, observe experienced colleagues' classrooms, be observed by expert mentors, analyze
their own practice, and network with other novice teachers (Smith & Ingersoll, 2004). Teachers learn
about exemplary teaching by seeing what it looks like, talking about it, and experimenting in their own
classrooms. Quality induction must sanction time for teachers to be observed and reflect on their own
teaching, as well as on their students' learning (Darling-Hammond et al., 2009).
Teachers are socialized in various ways including the observation of their previous teachers known as
the apprenticeship of observation , their preparation programs, and especially their first on-the-job
experiences. Teachers often underestimate the demands that will be placed on them in their first year
of teaching. As a result, they struggle when the support system is not strong enough to help them
implement the ideas and knowledge that they learn in their preparation years (Villani, 2002).
3. Mentoring
3. First year teachers are typically focused on developing their practice and do so by gathering information
to improve technical skills (Gabriel, 2010). In this crucial developmental stage, research has shown that
teachers who were provided a mentor from the same content area, and received support in their first
year of teaching, including planning and collaboration with other teachers, were less likely to leave the
profession after their first year (Smith & Ingersoll, 2004). The guidance of a mentor can support new
teachers to make decisions as part of an experienced team, rather than in isolation. Effective mentors
use inquiry-based questioning and support meaningful teaching and learning through an analysis of
individual needs and goals based on teacher standards . Furthermore, Fletcher, Strong, and Villar (2008)
established a mentoring-achievement link, noting that more hours of mentoring yielded higher student
achievement gains compared with others teachers who spent less time with a mentor. In sum,
instructional mentoring is effective when it is consistent and based on an explicit vision of good teaching
as well as an understanding of teacher learning.
4. Professional Collaboration
In addition to mentoring, professional collaboration is a key component of a successful induction
program. Learning to teach is a process, not solely a function of a teacher preparation program or
induction experiences, and teachers need opportunities to continuously learn and improve their
practice. Hord and Sommers (2008) argued the best form of professional development includes
providing opportunities for reflection on practice to develop teachers' understanding of content,
pedagogy, and learners. In addition to increasing teacher learning and student achievement,
professional collaboration further increases teacher job satisfaction . Quality teachers with experience
and content knowledge exist in many schools and are often the most untapped resources.
At a time when many schools and teachers feel pressure from national, state, and district mandates to
improve test scores, many successful schools are turning to teachers and tapping into their rich
knowledge base via professional learning communities . These types of structures on the school campus
can be helpful for new teachers to receive continual support in developing their curriculum and
repertoire of best teaching practices. Such programs can be structured in ways that provide teachers
with consistent and meaningful collaboration with colleagues, afford them opportunities for learning,
and allow them to be learners alongside their students (Meier, 2002; Metropolitan Life Insurance, 2010).
5. School Environment
For teachers to do their jobs well, they need supportive school environments where they are valued,
trusted, and empowered to collaborate for the purpose of improving instruction (Ingersoll & May,
2011). Research on organizational cultures indicates that schools based on individuality rather than
collaboration leave many teachers to sink or swim . On the other hand, when teachers believe
administrators are focused on student and teacher success, they feel more positive about school
environment and choose to stay. Further, Angelle (2006) found that when new teachers view their
instructional leader's monitoring as supportive, it positively effects their teaching practices and their
decision to stay. When instructional leaders support teachers and promote a culture of continual
learning by the school community, teachers enjoy their work and are more successful.
4. Multiple levels of support are necessary and effective in retaining new teachers by building their self-
image as competent professionals. Establishing networks of support for teachers, both novice and
veteran, can serve as highly effective professional development. Incorporating mentoring, coaching, and
critical dialogue in the teacher's day can increase students' understanding and achievement, as well as
teacher job satisfaction (Smith & Ingersoll, 2004).
6. Induction in Middle Level Schools
Comprehensive induction programs have strong implications for middle level schools—grade 5 to grade
9—where teachers often lack the specific preparation and experience for their role as a teacher of
young adolescents (Jackson & Davis, 2000). Adolescents are dealing with many changes in their bodies,
as well as social and emotional issues that can impede their learning if not dealt with appropriately .
Teachers who do not have sufficient preparation to adequately organize their classroom and instruction
to meet young adolescents' unique needs are at a disadvantage as they begin their careers.
Jackson and Davis (2000) maintained that middle level schools should be filled with expert teachers who
are prepared to teach and advocate for young adolescents during their emotional, social, and academic
development. The lack of specialized licensure and preparation leaves the majority of educators who
teach young adolescents ill prepared when they begin their careers to meet young adolescents' unique
developmental needs (McEwin, Dickinson, & Anfara, 2005).
Beginning teachers' lack of understanding of how to teach young adolescents amplifies frustrations and
learning difficulties in the classroom. To circumvent the lack of preparation, many high performing
middle schools have resorted to providing inservice workshops for their teachers . Successful schools
help teachers understand why young adolescents act the way they do and provide strategies to enable
them to address their needs. Young adolescents are unique and learn best by varied curriculum and
instructional strategies that take into account their social, emotional, and developmental needs. New
teachers are at a disadvantage if they
II
Let's look at the experience of the USA:
Recent changes to the Education Act establish a new induction program for new teachers as well as a
separate appraisal process. Understanding the elements of these changes is important for new teachers
as well as experienced teachers involved in mentoring programs.
New Teacher Induction Program (NTIP)
5. Beginning in the 2006-2007 school year, every district school board was required to provide a New
Teacher Induction Program (NTIP) for certified teachers new to the teaching profession (including
teachers trained out-of-province) who have been hired into permanent positions (full-time or part-
time). The NTIP must include the following components:
1. Orientation for new teachers by the school and school board;
2. Professional development and training in specified areas;
3. Mentoring programs established by the school board and principals; and
4. Two teacher performance appraisals for each new teacher in the first 12 months of hire.
Successful completion of the NTIP will be noted on the new teachers’ Ontario College of Teachers
certificates and the public register.
If a new teacher moves to a different school board before completing the NTIP, the process will carry on
with the new school board. Information collected by the first school board in the context of the NTIP
and appraisal process will be forwarded to the new school board.
Performance Appraisal of New Teachers
The Education Act and Regulations outline the process required for teacher evaluation. New teachers
must achieve two satisfactory performance appraisals within the first 24 months of teaching in order to
successfully complete the New Teacher Induction Program (NTIP).
As soon as two satisfactory appraisals are achieved, the NTIP is complete. The teacher is then placed on
the regular five-year evaluation cycle for experience teachers from that point onward. This may be as
early as the second year of teaching.
If a new teacher receives a not satisfactory rating, the teacher has a chance to continue with the NTIP
with an enrichment plan and further appraisal. If a new teacher receives two not satisfactory ratings in
the course of the NTIP, the teacher may continue with the NTIP with an improvement plan established
but will be placed "on review." A further not satisfactory appraisal may result in termination of
employment and notification to the College of Teachers.
A rating is not satisfactory if it is either "Development Needed" or "Unsatisfactory."
Advice to New Members
If you are a new teacher, it is very important that you become familiar with the expectations and
components of the performance appraisal process. You have the right to:
• know what standards of performance are expected of you;
6. • receive adequate feedback and opportunity for input;
• receive timely notice of concerns and assistance to improve;
• have the opportunity to work on the identified improvements;
• have a federation representative present at any meetings regarding the performance appraisal
process.
You also have other rights as defined in your local collective agreement or entitlements arising out of
your school board’s policy or procedures on performance appraisals. If you are not in agreement with
the summative report of your performance and the evaluator is unwilling to change it, you may attach a
response to address what you believe to be inaccuracies, omissions or concerns about the evaluation
process. You should also consider contacting your ETFO local office or ETFO staff in professional
relations (PRS) for assistance with your response.
You will be asked to sign the report. Your signature is acknowledgment that you have read and received
the report. It does not constitute agreement with its contents.
Members can contact the Federation at anytime throughout the process; however, if you receive an
unsatisfactory rating, it is very important that you contact the Federation as soon as possible for support
and advice.
Mentoring Programs
Mentoring programs are a necessary part of the NTIP. Experienced teachers may be asked to volunteer
to mentor new teachers.
Consult your school or board for details specific to the mentoring program in place for you and what
release time will be available to you for mentoring. Be sure to ask what release time will be available to
you to work with your mentor.
Mentoring may be carried out in a number of different ways depending on the needs of the individual
new teacher. However, the key to any form of mentoring is the relationship between the people
involved. This relationship must maintain the professionalism demanded of our profession and should
be built on trust and respect. A mentor is not a supervisor or an evaluator. A mentor is a colleague, a
coach, a support, and a resource.
Mentors normally need training to be effective. The Ministry of Education has indicated that school
boards should include training as part of their mentoring programs. Some of the skills for which training
will be important concern the following: development of mentoring plans, consulting, coaching and
collaborating without supervising or evaluating; identifying resources to share; providing meaningful
feedback; elements of an effective mentoring relationship; effective and supportive mentoring
communication skills; dealing with teachers in crisis; and maintaining confidentiality of the mentoring
relationship.
7. If the mentoring relationship is not effective, it may be necessary to explore opportunities for new
mentoring partnerships. Teachers should consult the processes established under the school board’s
mentoring process for this or consult the Federation for advice.
III
Advice to New teachers:
1. Start the year tough.
Many teachers make the mistake of starting the school year with a poor discipline plan or without any classroom
management plan at all. It is so much easier to start tough and then lighten up, then to start light and discipline
more. At the beginning of the year, students quickly assess the situation and realize what they will be allowed to get
away with. Starting the year tough will give you control and flexibility.
2. Be fair to all students.
Students are the first to recognize a teacher’s favorites or biases. This is dangerous because it could lead to
disruption if they sense that a teacher has favorites. Treat all without partiality and make sure all are included and
engaged in class material. Without fairness, knowing all of the best teaching methods and strategies will be useless.
3. Be prepared for disruptions and don’t let them phase you.
Students often amplify their teacher’s reaction to disruptions—be ready for them and be ready to calmly and quickly
pick up where you left off. Having a joke or interesting comment ready to bring attention back to you will allow
you to transition back to the material. It is also good to be prepared for emergencies.
Taking the time to structure your lessons and units around specific objectives will keep students focused and prevent
them from drifting off topic. Organization permeates every facet of teaching and classroom life. From knowing
where classroom materials are located to understanding how you want to plan lessons, organization can make the
difference between a smooth or rocky classroom.
4. Instill high expectations
Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your
students. When you begin the day, tell your students your expectations for the day and they will have the goals
engrained in their head and will be less likely to cause trouble.
It’s never too early to encourage students to act with personal responsibility. Show them that there are consequences,
both positive and negative, to their actions and decisions. Include them when possible in creating rules and methods
of evaluation in the class, and provide them the opportunity to lead class discussions. They will approach these
situations more seriously if they can claim a sense of ownership.
5. Incentivize good behavior.
Motivating students though rewards like no homework, watching a video, ice cream, or free-activity time can help
students by giving them a goal. This can also help students hold each other accountable to class goals and
stigmatize negative behavior even more.
Always understand that young students are not adults, but they will feel empowered and motivated that they possess
independence and individuality in the classroom, which can provide lessons and skills that will benefit them well
after they have left your class.
8. 6. Overplan.
Make sure you have plenty of activities to cover classroom time. It is wise to have several go-to activities to do if
and when a lesson finishes early. It is sometimes the point of no return when students realize they are done with
planned activities.
Consider the best way to present lesson plans to students, whether it’s through syllabus handouts, daily updates on
your whiteboard, or through using computer resources. By being organized, you and your students will look back at
year’s end and feel accomplished at everything that’s been done.
7. Have a clearly expressed disciplinary plan…with
consequences!
Make sure students know the disciplinary ladder well. Any hint of ambiguity can leave a loophole for excuses (and
students are great at making excuses!). Warn students when they are close to breaking a rule so there will be no
ambiguity when that line is crossed.
Strong, direct communication is pivotal in establishing rules and explaining assignments, but it is also just as
important when addressing poor behavior in the classroom. If a student is acting out, use clear, decisive language
when communicating to them about what they have done wrong. Failing to be direct lessens the impact of the
discipline and risks other students questioning your authority because they see there is little consequence for acting
out. You strive to establish strong communication with your students, and it is important to use it when necessary to
correct misbehaviors in the classroom.
8. Focus on relationships.
A teacher than can connect positively with their students will make students behave and easier to manage because
students will regard the teacher much like a friend. Using positive reinforcement to build a positive reputation for
the child gives the student confidence that their teacher believes in them and will make it harder to disappoint the
teacher with bad behavior or work ethic.
Parent-teacher conferences, open houses and other school sponsored events are great opportunities to interact with
parents and talk about how their child is doing in class, but it also pays off to reach out directly beyond these events.
Taking the time to share both areas of strength and areas of improvement about their kids will build trust with
parents, and create a strong channel of communication that will have a positive impact on the student. Fostering a
relationship with parents can go a long way in anticipating and addressing any problems that may arise both in and
outside of the classroom.
9. Be careful about confrontation.
Confrontation needs to not humiliate nor does it need to be done in front of others. A bad confrontation situation
could cause turn a teacher into an enemy in the eyes of a studen. This will only amplify bad behavior.
As a teacher, you are the unquestioned leader of the classroom, and it is vital you set the tone for the year by
establishing rules to follow and the expectations you have for students. But it is also important to engage with
students and allow them to ask what they expect from you and the class. Students will feel empowered knowing that
they have a voice, and will also feel more confident tackling the work ahead because they understand what to expect
going forward.
You will have a stronger understanding of classroom dynamics, and may even be able to prevent misbehaviors and
problems from occurring because you have established a two-way channel of communication and feedback. Direct
engagement with students about these matters will ensure both you and your students are on an equal level of
understanding going forward.
10. Be patient and keep practicing.
Don’t worry if things don’t go well right away…controlling your classroom is learn-able but will always be a
challenge with some students.
9. Whether you are teach a kindergarten class, at an elementary school, middle school, or high school, it is best to
“Expect the Unexpected” and be ready for adversity!
Samobor,03.04.2014.
References
1.Alliance for Excellent Education. (2004). Tapping the potential: Retaining and developing
high quality teachers. Washington, DC: Author
2.Darling-Hammond, L, Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009).
Professional learning in the learning profession: A status report on teacher development in the
U.S. and abroad: Technical report. Dallas: National Staff Development Council and The School
Redesign Network at Stanford University.
3.DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth
considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4–8.
4.Fletcher, S. H., Strong, M., & Villar, A. (2008). An investigation of the effects of variations in
mentor-based induction on the performance of students in California. Teachers College Record,
110, 2271–2289.
5.Flowers, N., & Mertens, S. B. (2003). Professional development for middle-grades teachers:
Does one size fit all? In P. G. Andrews & V. A. Anfara, Jr. (Eds.), Leaders for a movement:
Professional preparation and development of middle level teachers and administrators (pp. 145–
160). Greenwich, CT: Information Age.
6.Gabriel, R. (2010). The case for differentiated professional support: Toward a phase theory of
professional development. Journal of Curriculum and Instruction, 4(1), 84–93.
7.Ganser, T. (2002). The new teacher mentors: Four trends that are changing the look of
mentoring programs for new teachers. American School Board Journal, 189(12), 25–27.
8.Ingersoll, R., & May, H. (2011). Recruitment, retention, and the minority teacher shortage.
Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania and
Center for Educational Research in the Interest of Underserved Students, University of
California, Santa Cruz.
9.Ingersoll, R., & Merrill, L. (2010). Who's teaching our children? Educational Leadership.
67(8), 14–20.
10. 10.Johnson, S. M., & Birkeland, S. (2003). Pursuing a "sense of success": New teachers explain
their career decisions. American Educational Research Journal, 40(3), 581–617
11.Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict
teacher turnover in California schools. Peabody Journal of Education, 80(3), 44–70.
12.McEwin, C. K., Dickinson, T. S., & Anfara, V. A., Jr. (2005). The professional preparation of
middle level teachers and principals. In V. A. Anfara, Jr., G. Andrews, & S. B. Mertens (Eds.),
Encyclopedia of middle grades education (pp. 59–67). Greenwich, CT & Westerville, OH:
13.Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic
achievement. Econometrica, 73(2), 417–458.
14.Smith, M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on
beginning teacher turnover? American Education Research Association, 42(3), 681–715. .
15.Villani, S. (2002). Mentoring programs for new teachers: Models of induction and support.
Thousand Oaks, CA: Corwin Press.
Links :
1. Support Our Teachers - The Truth Behind the Medford Teacher's St
http://www.youtube.com/watch?v=vnOsYcm703w
2. What is creative teaching? How could we use ICT to support this?
http://www.youtube.com/watch?v=KiMHUW7-yKs
3. ICT in the classroom
http://www.youtube.com/watch?v=o4yZG69sm4Q
4. Ict in the Classroom - Then and Now
http://www.youtube.com/watch?v=nLmdu74ehYA
5. Can Technology Change Education? Yes!: Raj Dhingra at TEDxBe
http://www.youtube.com/watch?v=l0s_M6xKxNc