Response: Follow-Up Is Critical For Successful Professional Development

Today's post shares commentaries on how to improve teacher professional development from educators Sean McComb, Robyn R. Jackson, Kelly Young, Paul Cancellieri, Jason Flom, and Barbara Blackburn.


Response: The Kind of Professional Development We Need - Part Two

Rick Wormeli continues sharing his professional development recommendations in Part Two of his essay.


Response: The Kind of Professional Development We Need

Rick Wormeli shares his suggestions for how to make professional development effective for teachers.


What Are The Do's & Don'ts Of Professional Development?

This week's question is: What are the do's and don'ts of professional development?


Response: Educators Stay Because They 'Tap Into Moral Dimension Of Teaching'

Today, Kathleen Budge, William Parrett, Cathie E. West , Kevin L. O'Gorman, Jacqueline E. Jacobs and Pia Lindquist Wong contribute their commentaries on why teachers stay at high-poverty schools. In addition, I include comments from readers.


Response: Teachers Stay Because 'They Made A Choice To Serve'

Educators Renee Moore, Katy Farber, Sharon Jacobs, and Opal Davis Dawson share their thoughts about why teachers stay at difficult-to-staff schools.


Why Do Some Teachers Stay At Difficult-To-Staff Schools?

The new "question-of-the-week" is a natural follow-up to last week's topic: Why do some teachers stay at difficult to staff schools? What are the rewards? What do these long term teachers learn about specific communities & learning that benefit their students?


Response: 'Treating Teachers as Professionals' Is a Step Toward Reducing Attrition

Today's post on teacher attrition in high-needs schools features contributions from Mark Y. Lineberg, Doris A. Santoro, Dave F. Brown, and Patricia Jennings. I've also highlighted comments from readers.


Response: 'Teachers Don't Leave High-Poverty Urban Districts; They Are Exiled'

Today's responses on the issue of teacher attrition in high-poverty urban schools are contributed by educators Pia LIndquist Wong, Rufus Thompson, Gail L. Thompson, Yvette Jackson, Veronica McDermott, Karen Baptiste, Joseph F. Johnson, Jr., Cynthia L. Uline, and Lynne G. Perez.


Why Do Teachers Leave High-Poverty Urban Schools?

The new "question-of-the-week" is: Why do teachers avoid, or leave, high poverty urban public schools and what can be done to improve the situation?


The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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