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Terie Engelbrecht

Terie Engelbrecht's Public Library

  • Professional Development is not defined by what someone else provides for us
  • One-size-fits-all professional development does not work for educators.
  • "Educators, like everyone else, can be blissfully unaware of their own need to improve."

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  • Good evaluations don't have to be complicated. They simply require thoughtful planning, the ability to ask good questions, and a basic understanding of how to find valid answers
  • Some educators understand the importance of evaluation for event-driven professional development activities, such as workshops and seminars, but forget the wide range of less formal, ongoing, job-embedded professional development activities—study groups, action research, collaborative planning, curriculum development, structured observations, peer coaching, mentoring, and so on.
  • Important questions for professional development workshops and seminars also include, Was the coffee hot and ready on time? Was the room at the right temperature? Were the chairs comfortable? To some, questions such as these may seem silly and inconsequential. But experienced professional developers know the importance of attending to these basic human needs.

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  • The same could be said for the vocabulary or decoding lessons that core reading programs offer. Yes, they mimic the research in name, but the substance of the research—the instructional method—is left hanging out to dry.
  • One study of struggling readers who were also second language learners noted that the key factor in how much progress students made was the number of texts each student read at 98 percent or higher accuracy (Ehri, Dreyer, Flugman, & Gross, 2007). The researchers also noted that students who worked with teachers, as opposed to paraprofessionals, read far more of these high-success texts and therefore were far more likely to make accelerated progress in reading.
  • The researchers observed few gains in students who were tutored using classroom texts and accelerated gains in students tutored with materials at their reading level.

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  • Professional learning and development programs should transition to support and develop educators’ identities as fluent users of technology; creative and c
  • designing pre- and in-service professional learning opportunities that are aligned specifically with technology expectations
  • Technology should not be separate from content area learning

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  • using technology does not necessarily make a teacher effective.
  • technology is not pedagogy.
  • When people tell me that they are afraid that computers will eventually replace teachers, I laugh- because the only teacher that a computer could replace is the one who is simply marching students through hoops towards a standardized test.

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  • his gives us an interesting ecosystem of both pursuing and resisting new ideas.
  • Now “technology” seems all lumped together, the iPads with YouTube with social media with mobile learning.
  • You have to understand content, teaching, and technology on nearly equal terms, and when you don’t it all has an awkward way of illuminating the holes in a teacher’s expertise.

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Sep 21, 15

"Guide to DLM Required Test Administrator Training (pdf)"

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