Professional Development

In Support of Educators: Strategies that Work

Mon, 09/19/2016

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This collection of essays shares insights and strategies from EDC's work to support teachers' professional learning, as well as links to an array of EDC's resources for teachers.

In Support of Educators: Strategies That Work

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18 pp.

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EDC Continues Leadership of NSF STEM Learning and Research Center

Image of Sarita Pillai

The National Science Foundation (NSF) has chosen EDC to continue to lead STEM Learning and Research Center (STELAR), the national center that supports NSF-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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5 Key Practices and 10 Ideas for Educators to Assist with Culturally Responsive Family Engagement

Tue, 09/06/2016

Author(s): 

This EDC tip sheet responds to research findings that show that students with engaged families are more likely to earn higher grades and test scores, enroll in higher level academic programs, be promoted on time and earn more credits, adapt better to school and attend more regularly, have better social skills and behaviors, and graduate and go on to post-secondary opportunities. Today, many K-12 schools are struggling to engage all families.

5 Key Practices and 10 Ideas for Educators to Assist with Culturally Responsive Family Engagement

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Length: 

1 pg.

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Resilient Kids: 10 Effective Strategies to Build Young Children's Bounce

Tue, 09/06/2016

Author(s): 

This EDC tip sheet focuses on resilience: the ability to bounce back from or cope with life’s difficulties. Resilient children seem to face difficulty with a sturdy disposition. Instead of fight, flight, or freeze, they seem to think, “How can I solve this problem?” This ability is very useful in and beyond the K-12 learning years, and educators and families can use this tip sheet's 10 simple, yet very effective, strategies to help build children's resilience.

Resilent Kids: 10 Effective Strategies to Help Build Young Children's Bounce

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1 pg.

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Principal Leadership Is Key Factor in Teachers’ Satisfaction with Evaluation Systems

Teaser: 

Jessica Bailey specializes in measurement, evaluation, and assessment within the wider scope of her research and analytic support. Currently, she is providing research expertise for two REL Northeast & Islands research alliances—the Urban School Improvement Alliance and the Northeast Educator Effectiveness Research Alliance. She is the principal investigator for a study on the role of teacher characteristics in educator evaluation. As a lead content developer for an assessment literacy project for the state of Illinois, Bailey helped create a series of online modules and in-person professional development on developing high-quality assessments in traditionally non-tested grades and subjects. She also acts as an evaluator, providing evaluation services relating to educator evaluation systems. In this blog post, Jessica describes a recent data analysis about teachers' self-reported views of their schools' professional climate and their satisfaction with their formal evaluation process.

Jessica Bailey

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EDC and Bank Street Receive Grant from CME Foundation

Babette Moeller

Bank Street College of Education and EDC have received a grant from the Chicago Mercantile Exchange (CME) Group Foundation to support teacher leaders, math coaches, assistant principals, and principals from 15 Chicago Public Schools in guiding the implementation of our Math for All professional development program with teachers.

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Partnering to Improve Early Literacy Learning in SC

ELLCO

In 2016, the state of South Carolina adopted EDC's Early Language and Literacy Classroom Observation (ELLCO) Toolkit as a recommended tool for self-assessment. Nationwide, EDC provides trainings on how to use the ELLCO Pre-K and ELLCO K-3 Toolkits, and this week we are working with great groups in South Carolina.

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Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency

Thu, 06/30/2016

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This chapter discusses findings from a 1-year exploratory study of an online teacher professional development (PD) program, and an accompanying digital badge system. Twenty-nine middle and high school history and social studies teachers from 13 states participated in the design-based research (DBR) study. Data include responses to online surveys, back-end activity logs, and interviews. Because the badge system was based on a mastery-based approach to teacher professional development and required a significant time commitment, relatively few participants obtained badges.

Digital badges for professional development

Length: 

19 pp.

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Pages

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