professional development for teachers

Building Leaders: One School’s Approach

As administrators, we are tasked with building the capacity of teacher leaders. But what exactly does teacher leadership look like? In The What, Why, and How of Teachers as Leaders, teacher leaders are described as “skilled classroom educators (who) hone their craft, mentor others, and grow professionally—while keeping one foot firmly inside the classroom.” So what can we do to build leaders while keeping them in our classrooms? The answer lies in the way we look at professional learning. (more…)

Streamlining Professional Growth through Micro-Credentialing and Badging

I was a bit fearful at the beginning of this school year. Budget reduction days loomed ahead, which—understandably—would be carved out of our non-student contact days, or our professional development in-service days. I worried that we would not be able to continue to make the great strides we have made in recent years in developing teacher leaders through our PD days. (more…)

Why Getting Mugged by a Blockhead is a Good Thing for Teacher Retention

Guest post by Melissa D. Hensley

Central High School, an 800-student school in rural Woodstock, VA, has felt the effects of the national teacher shortage this year. We replaced a third of our staff as teachers left for higher paying jobs or relocated to take positions closer to their family. This high turnover rate alarmed us and caused our staff to discuss the impact of teacher turnover and develop a teacher-led strategic plan to increase retention. These efforts have led to a renewed commitment from our teachers to support each other and strengthen our school community.  (more…)

Instructional Collaborators: Guiding Teachers to Continuous Improvement

Guest post by Melissa D. Hensley

Throughout my tenure as a middle and high school principal, the consistent request from teachers has been for ongoing, non-evaluative feedback about their pedagogical practices. Early in my career, this meant completing classroom walkthroughs, collecting data about instructional strategies, and offering recommendations. Providing this general feedback took a lot of time and often failed to improve instruction. I wondered, how could I help teachers get the ongoing feedback they wanted in a more efficient and effective way? (more…)