Today's post includes responses from Roxanna Elden, Sally J. Zepeda, Christopher Lehman, Jennifer Abrams, PJ Caposey, Patricia Reynolds, and Sharon Milano. In addition, I've highlighted comments from readers. All make suggestions about how to make professional development more effective learning experiences.
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.
Rick Wormeli continues sharing his professional development recommendations in Part Two of his essay.
Rick Wormeli shares his suggestions for how to make professional development effective for teachers.
This week's question is: What are the do's and don'ts of professional development?
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.
Educators Renee Moore, Katy Farber, Sharon Jacobs, and Opal Davis Dawson share their thoughts about why 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?
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.
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.