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Konrad Glogowski's List: Teacher Professional Development

JOLT - Journal of Online Learning and Teaching

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MERLOT Teacher Education Portal

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Teacher Professional Development at Teacher Education Institute

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Education | EDUCATION | UNESCO

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Themes | EDUCATION | UNESCO

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The Teacher Training Initiative for Sub-Saharan Africa | EDUCATION | UNESCO

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UNESCO teacher education teacher development in-service pre-service developing nations teachers teaching on 2009-11-01
Education Week: State of Mind

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teaching teacher education teacher development in-service teachers on 2009-10-24 and saved by 10 people
- Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
- The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
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- - Only 14 percent rated their principals as “excellent” at supporting them as teachers, and 61 percent cited lack of support from administrators as a major drawback to teaching. Nearly three-quarters cited “discipline and behavior issues” in the classroom, and seven in 10 cited testing as major drawbacks as well.
  - By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) viewed teaching as a lifelong career. Most said their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agreed that “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been in the classroom for more than 10 years, a majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.
  - However, it is the Idealists—23 percent of teachers overall—who voiced the strongest sense of mission about teaching. Nearly nine in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly said that helping underprivileged children improve their prospects motivated them to enter the profession
  - and 36 percent said that even though they intend to stay in education, they plan to leave classroom teaching for other jobs in the field.
  - half the Idealists believe their students’ test scores have increased significantly as a result of their teaching, a higher percentage than the other teachers in the survey.
  - A 22-percentage-point difference separated the Idealists and the Disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Idealists strongly believe that teachers shape student effort (75 percent), whereas just 50 percent of the Disheartened believe that. Only one-third of the more disillusioned teachers were very confident in their students’ learning abilities, compared with nearly half among the other groups (48 percent of the Contented and 45 percent of the Idealists).
What Teachers Have Learned - Room for Debate Blog - NYTimes.com

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nytimes.com teacher development pre-service teacher education on 2009-08-23 and saved by 8 people
- What we need are teachers who are much more competent in their subject areas!
- I’ve seen many teachers ‘bomb’ over the years because they knew their subject matter, but not how to interact with, or be a role model for, children.
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- - I am a 21-year veteran teacher who took a whole boatload of education courses in furtherance of my BA and MS degrees. They were utterly useless. The only thing that actually prepared me for teaching was student teaching. All of the other courses taught theory, but nothing practical.
  - In my opinion, the effectiveness of a teacher is almost impossible to predict until you see them in the classroom for quite a while. Also, a person’s educational background and pre-selection (masters/no masters/Ph.D./Teach for America/Teaching Fellows) cannot predict how they will succeed in the classroom.
  - Empathy is what enables a teacher (or any leader, in truth) to know, in every moment, what a child needs. They know when to call on a student and when not to, when a child has problems at home, when they need to raise the bar and when to lower it.
  - Watching a great teacher interact with students is as inspiring as watching an Olympic athlete. It’s an intuitive and emotional gift and it can’t be taught or instilled with any certification. The degrees mostly just enable educators to speak a common language — a necessary aspect of a profession.
  - As a former teacher I find it interesting that all the focus is on teacher preparation. Nothing was said about class size or collaboration with other teachers. It is assumed that one teacher, in front of a class, is the answer.
  - I believe that the best preparation for teaching is a combination of pedagogy and a strong apprenticeship — a marriage of traditional preparatory and alternative certification programs. All new teachers would benefit from a year of full-time work in the classroom beside an experienced and effective teacher.
  - That said, I have taken professional development coursework offered through local education schools that were absolutely laughable. Sitting through a 5 hour session that culminated in making a caterpillar from an egg carton is a waste of time. I went to learn how to produce higher rates of literacy in English Language Learners — not how to produce a cute craft of little practical value.
  - Pedagogy is fine and good when you’re in academia; however, most of the education school professors haven’t been in a classroom in 20 years and have no idea what works and what doesn’t.
  - I left the field because I couldn’t stand this version of corruption, where everyone tries to do the easiest thing instead of the right thing.
  - I was voted as “Teacher of the Year” at the High School I teach at, and I have never taken an Education course. I have a Master’s degree in Engineering. After 20 years in industry, I became a Math and Physics teacher through the alternate route to certification here in Vermont. I have written a published article comparing the difficulties and joys of teaching with those in industry (For the Love of Kids).
  - I have come to the conclusion that an Education degree for teachers and especially for administrators is a detriment to the education of students, not an asset. How much better to bring real life experience to the classroom than the rote prescriptions taught in the Education classes.
  - teachers should be given comparable credits for spending the summer interning for an NGO or a business.
  - This means that almost all schools would rather have a student right out of college with a teaching major and no real world experience than someone who has 20+ years of working in the real world.
  - I wasn’t the best at classroom management, but then I wasn’t so terrible at it either. I was turning into an automaton, and just as alarmingly, my students were too.
Teacher Education Guidelines: Using Open and Distance Learning. Technology, Curriculum, Cost, Evaluation.

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curriculum teacher development teacher education distance_learning openeducation on 2009-07-27
Global Citizenship: An Educator's Toolbook

“The University of British Columbia aspires to provide students with learning opportunities that help them become global citizens. Road to Global Citizenship: An Educator’s Toolbook helps educators move from aspiration to action. In addition to helping the reader develop useful working definitions, the toolbook provides compelling and real examples from courses taught at UBC. These make for excellent reading, but the toolbook isn’t just a good read. Its structure invites us to actively engage with exercises and teaching activities, motivating us to think and teach in ways that foster global citizenship. The toolbook is creative, relevant, and timely. Let’s get to work!”

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teacher development global_citizenship toolbook learning on 2008-11-07 and saved by 4 people
Africa - Programmes | Teachers TV

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tv teachersTV self-directed teacher development teacher education communities of practice pd teacher development Africa on 2008-10-21
Virtual classroom project coming to a close « Learn Online

Leigh Blackall reflects on his virtual residency in the Virtual Classroom Project

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self-directed teacher development teacher education virtual classroom project pd on 2008-05-03
- learning about architecture, sustainability, and SL rendering.
- The simplicity in learning the drawing tools, coupled with the ability to meet numbers of other people in the actual model who would then discuss and help me build the model was a very potent learning experience.
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- - people who would be there for me, who would look at and discuss my drawings as I did them, and who would share with me links and other information relating to what I was doing for the simple enjoyment of sharing and helping.
  - It doesn’t matter if the ideas I had - or the way I was trying to express them were any good or not.. what I’m talking about is the need we all have for encouragement and motivation to improve on and further our own learning. I could have enrolled in a course and paid a teacher to give me that … attention, but even then it would have felt disingenuous and limited by what that one teacher could muster after 20 years of putting up with it.
  - This amazing project that Konrad has taken me on boils down to is this:
    
    I have drawn a concept for a building I want to one day build, using Second Life and its communities to draw and develop the model.
    
    I have used numerous online networks to research and inform the model, and this drawing is only one step in many for this long term plan I have. That network has given me the motivation to take it all further.
    
    In the process I have learned a lot about sustainable building, drawing in SL, communicating with online networks beyond my normal peers, and in that I have gained new confidence.
    
    Now I am coming to an end with the VirtualClassroomProject, having reached the limitations of the model in SL Jokaydia, and want to take it further.
    
    I have made numerous attempts to connect with a local group who are developing sustainable building designs, but what was that I said about powering down?
    
    I think it will turn out that I will install the model somewhere more permanently in SL and continue to tweak the model, make variations and details, do a costing analysis for a real build, develop a website for it, and continue to try and find useful contacts who I can work with and possibly take something like this further - no doubt I will find them online… I already have one lead in Melbourne!
  - this project has helped me to render my private and two dimensional ideas into a public and socially supportive domain.
blog of proximal development » Blog Archive » Virtual Classroom Project Reflection

Reflection on the Virtual Classroom Project with comment by Clay Burrell

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virtual classroom project teacher professional development Clay Burrell Leigh Blackall on 2008-04-25 and saved by 9 people
Creating a learning space for real life, in second life, 2 weeks on. « Learn Online

Leigh Blackall, the first Educator-in-Residence at the Virtual Classroom Project in jokaydia (SL) reflects on the first two weeks of his residency.

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Second Life Virtual Classroom Project Leigh Blackall third places architecture learning education home on 2008-04-15 and saved by 2 people
- my insistence to use real life proportions and limitations
- I have applied permaculture design processes and principles to this project, and thought of the space in Second Life as though it was a real space in real life. I very much enjoy the permaculture design process for its very holistic, even universal design ethic - and given its focus on sustainability and self sufficiency it is also very timely in todays world
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- - Then I decided to focus on the building design, and for this I’m using discarded 20′ shipping containers as the basis of the building. Shipping containers are great to work with. They are readily available for reuse, reasonably cheap, structurally sound, transportable (obviously), durable, and come in remarkably good dimensions for proportioning an efficient living and working space
  - I am trying to work out how to make it so that all the materials and objects that are used in the build can be packed inside the containers, and that any modifications I make to the containers will not compromise their structural integrity, or ability to be transported
  - To my mind, nothing these days should be built or developed without careful consideration of these issues. Nothing ever should have been actually! But regarding the challenges of designing a learning space, I am using these primary considerations within a frame of Maslow’s hierarchy of needs. Its obvious that if people’s basic survival needs are not being met, then they are not in a very good position to be learning things beyond what it takes to survive. If they are stressed, hungry, or uncomfortable, then we are hardly in an ideal space for learning about abstract concepts or developing new skills. Or if the learning space itself is struggling to pay out money for energy, food, or waste management, then it too is in less of a position to commit to learning. And so it is with a real world sustainability and self sufficiency approach that I’m considering these needs
  - I don’t believe that institutions are the ideal place for learning. Actually, I think it could be proven so… Instead, I’m going for a family home.. but one that can accommodate up to 15 people if need be
  - disruption through architecture
  - my design is for a family house that is large enough to host 15 or so people from time to time; that is fully self sufficient in providing for its own energy, water and food needs; that is a system that produces no waste; and that uses building materials and structures that are reused, portable and make minimal impact on the area being occupied
Creating a learning space for real life, in second life, in under 1 month « Learn Online

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classroomdesign learning leighblackall self-directed teacher development vicrtualclassroomproject Virtual Classroom Project Leigh Blackall on 2008-04-02 and saved by 4 people
- e needs so much work, it is so wanting of good ideas implemented, and almost impossible to ge
- Real life needs so much work, it is so wanting of good ideas implemented, and almost impossible to get new ideas tested! So, my design will focus mainly on innovations for real life, that include room for Second Life too.
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- - As for a learning space, I want to put some thought into what would be feasible in a local community today.. I’m not sure if it will be a space for an Institution yet. But I’m looking for efficient use of space and resources; space design that is conducive to inquiry learning and skills training; and with every single aspect serving some form of opportunity for learning.
Action Research Resources

Action research resources, including definitions, key researchers and texts.

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actionresearch practitioner inquiry self-directed teacher development teacher education on 2008-03-30 and saved by 22 people
Towards a Culture of Inquiry ... (PDF)

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PDF inquiry practitioner inquiry professional practice reflection teacher education teacher professional development on 2008-03-25 and saved by 2 people
Writing and practitioner inquiry: Thinking relationally

Graham Parr (Monash University, Australia)

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PD inquiry practitioner inquiry professional communities professional development teacher education teacher professional development on 2008-03-25
- Reid envisions teachers as reflexive “inquirers into professional practice who question their routine practices and assumptions”.
- His vision appreciates the value and possibilities of practitioner inquiry for enhancing an individual’s knowledge and professional learning, while also generating knowledge and capacity for professional communities.

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Konrad Glogowski

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List devoted to resources on teacher professional development

Updated on 2009-11-01
Created on 2008-03-25

Category: Schools & Education

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Konrad Glogowski's List: Teacher Professional Development

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