21st Century Learning and Teaching
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21st Century Learning and Teaching
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The Next Evolution in Professional Development: Timeless Learning | CTQ #CTQCollab

The Next Evolution in Professional Development: Timeless Learning | CTQ #CTQCollab | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - May 16, 2016 4:35 PM

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

 

https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

 

Gust MEES's insight:

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

 

https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

 

 

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3 Steps for Building a Professional Learning Network | CTQ | PLN | PKM

3 Steps for Building a Professional Learning Network | CTQ | PLN | PKM | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - December 12, 2015 11:18 AM

English teacher and instructional technology coach Brianna Crowley offers practical advice on creating professional learning networks built on intersecting layers of relationships.

This article originally appeared in Education Week Teacher as part of a publishing partnership with the Center for Teaching Quality. Reprinted with permission from the author.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=PLN


https://gustmees.wordpress.com/2014/03/29/practice-learning-to-learn/


https://globaleducationandsocialmedia.wordpress.com/2014/01/19/pkm-personal-professional-knowledge-management/


Gust MEES's insight:

English teacher and instructional technology coach Brianna Crowley offers practical advice on creating professional learning networks built on intersecting layers of relationships.

This article originally appeared in Education Week Teacher as part of a publishing partnership with the Center for Teaching Quality. Reprinted with permission from the author.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=PLN


https://gustmees.wordpress.com/2014/03/29/practice-learning-to-learn/


https://globaleducationandsocialmedia.wordpress.com/2014/01/19/pkm-personal-professional-knowledge-management/


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How To Be a Teacher Leader | CTQ | LEARNing To Learn

How To Be a Teacher Leader | CTQ | LEARNing To Learn | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - October 29, 2015 8:39 AM
  • Be the thing you teach.
  • Be the expert of your classroom.
  •  Be data savvy.
  • Be continually reflective on your practice.
  • Be able to defend your practice.
This directive is similar to the data-savvy and expert points, but teacher leaders need to be able to explain their craft. Your administrator will be trotting all kinds of people through your classroom.  As a teacher leader, you might be a maverick, doing things a little differently than the rest of the herd. Be prepared to defend that road less traveled.  Know why you do the things you do.  Then, as a leader, share everything you know.
Gust MEES's insight:
  • Be the thing you teach.
  • Be the expert of your classroom.
  •  Be data savvy.
  • Be continually reflective on your practice.
  • Be able to defend your practice.
This directive is similar to the data-savvy and expert points, but teacher leaders need to be able to explain their craft. Your administrator will be trotting all kinds of people through your classroom.  As a teacher leader, you might be a maverick, doing things a little differently than the rest of the herd. Be prepared to defend that road less traveled.  Know why you do the things you do.  Then, as a leader, share everything you know.
more...
Pantelopoulou Dimitra's curator insight, October 30, 2015 1:54 AM

Be the thing you teach.
María Dolores Díaz Noguera's curator insight, October 30, 2015 9:01 AM

Aprendiendo a ser líder...How To Be a Teacher Leader | CTQ | LEARNing To Learn | @scoopit via @knolinfos http://sco.lt/...
Angela Ribo's curator insight, October 30, 2015 11:40 AM

Very practical insight.
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Sharing Our Practice: CTQ Learns and Leads through Home Base Week | CTQ #CTQCollab #TIME #LEARNing2LEARN

Sharing Our Practice: CTQ Learns and Leads through Home Base Week | CTQ #CTQCollab #TIME #LEARNing2LEARN | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - March 17, 2016 9:31 AM

I have a greater appreciation for the value of cross-sections of teams working on projects together.

Innovation isn't rocket science. It just takes TIME.

If we're inviting people to take risks, we must be disciplined in leaving open space for failure.

One team from FedEx Day documented their collaborative process. You will not be surprised to learn that it involved post-it notes, markers, and...

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 

https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

 

https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/

 

Gust MEES's insight:

I have a greater appreciation for the value of cross-sections of teams working on projects together.

Innovation isn't rocket science. It just takes TIME.

If we're inviting people to take risks, we must be disciplined in leaving open space for failure.

One team from FedEx Day documented their collaborative process. You will not be surprised to learn that it involved post-it notes, markers, and...

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 

https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

 

https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/

 

 

more...
WikiBlinks's curator insight, March 20, 2016 2:43 AM

I have a greater appreciation for the value of cross-sections of teams working on projects together.

Innovation isn't rocket science. It just takes TIME.

If we're inviting people to take risks, we must be disciplined in leaving open space for failure.

One team from FedEx Day documented their collaborative process. You will not be surprised to learn that it involved post-it notes, markers, and...

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 

https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

 

https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/

 

 
luqmansubhani's curator insight, March 24, 2016 2:00 AM

I have a greater appreciation for the value of cross-sections of teams working on projects together.

Innovation isn't rocket science. It just takes TIME.

If we're inviting people to take risks, we must be disciplined in leaving open space for failure.

One team from FedEx Day documented their collaborative process. You will not be surprised to learn that it involved post-it notes, markers, and...

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 

https://gustmees.wordpress.com/2015/12/27/what-are-the-best-ways-of-teaching-and-learning-ideas-and-reflections/

 

https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/

 

 
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Why are the best players sitting on the bench? | CTQ

Why are the best players sitting on the bench? | CTQ | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - November 2, 2015 3:57 PM

Teacher expertise.



Why? Here are a few reasons from the researchers on why teacher expertise in education policy (development, implementation, reflection, etc.) is important:






  • Reform can be problematic if teachers do not have a voice in education policy changes and the policy agenda (Wells, 2012; Bangs & Frost, 2012).
  • Teacher voice and teacher leadership is vital for the success of reform movements (Little, 1988; Organisation for Economic Co-operation and Development, 2011; Wells, 2012; York-Barr & Duke, 2004).
  • There is a chasm between current education policy and what teachers know and experience as practitioners (Bangs & Frost, 2012).
  • There is a huge gap between policy and practice in education (Berry et al., 2013).
  • We have a history of failed education reforms and policies with very little teacher input, and if there is teacher input, it may not be in meaningful ways. Think “rubber stamp” (Goldstein, 2014; Ravitch, 2011; anyone who looks at the history of education).


Teachers are the experts who will help identify the problem, the root cause of the problem, and the possible policy solution(s).

So the checklist? It’s a great start. But I have a to ask a question that could make it even stronger.

In the words of Goldstein (2013), “Why are the best players in the game of education reform sitting on the bench?” 

Gust MEES's insight:

Teacher expertise.

Why? Here are a few reasons from the researchers on why teacher expertise in education policy (development, implementation, reflection, etc.) is important:


  • Reform can be problematic if teachers do not have a voice in education policy changes and the policy agenda (Wells, 2012; Bangs & Frost, 2012).
  • Teacher voice and teacher leadership is vital for the success of reform movements (Little, 1988; Organisation for Economic Co-operation and Development, 2011; Wells, 2012; York-Barr & Duke, 2004).
  • There is a chasm between current education policy and what teachers know and experience as practitioners (Bangs & Frost, 2012).
  • There is a huge gap between policy and practice in education (Berry et al., 2013).
  • We have a history of failed education reforms and policies with very little teacher input, and if there is teacher input, it may not be in meaningful ways. Think “rubber stamp” (Goldstein, 2014; Ravitch, 2011; anyone who looks at the history of education).


Teachers are the experts who will help identify the problem, the root cause of the problem, and the possible policy solution(s).

So the checklist? It’s a great start. But I have a to ask a question that could make it even stronger.

In the words of Goldstein (2013), “Why are the best players in the game of education reform sitting on the bench?” 



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Teacherpreneurs: Changing education from the inside out | CTQ

Teacherpreneurs: Changing education from the inside out | CTQ | 21st Century Learning and Teaching | Scoop.it
From www.teachingquality.org - October 19, 2015 8:47 AM

What if teachers could lead without leaving the classroom—and in doing so, incubate and execute their own policy and pedagogical ideas?

In recent years, the Center for Teaching Quality has supported two dozen teacherpreneurs — expert teachers who typically have a reduced teaching load of 50% — to lead bold reforms at the school, district, state and national levels. In partnership with districts (and with philanthropic financial support), teacherpreneurs like Noah Zeichner, Ali Wright, Jessica Cuthbertson and Julie Hiltz have achieved remarkable results for students, schools and the profession.

These classroom experts have generated powerful proof points for CTQ’s bold brand of teacher leadership, documented in a series of case studies. Their experiences have also yielded “lessons learned” that we can share with others interested in this model:


Extra time yields extraordinary results. 


The best teacherpreneurs “lead from the middle.


Technology keeps teacher leaders connected with the world while based in the classroom.


Relationships matter.


Blurring the lines between policy and practice makes each stronger.


When educators can teach and lead, they and their schools benefit.


Learn more:






Gust MEES's insight:

What if teachers could lead without leaving the classroom—and in doing so, incubate and execute their own policy and pedagogical ideas?

In recent years, the Center for Teaching Quality has supported two dozen teacherpreneurs — expert teachers who typically have a reduced teaching load of 50% — to lead bold reforms at the school, district, state and national levels. In partnership with districts (and with philanthropic financial support), teacherpreneurs like Noah Zeichner, Ali Wright, Jessica Cuthbertson and Julie Hiltz have achieved remarkable results for students, schools and the profession.

These classroom experts have generated powerful proof points for CTQ’s bold brand of teacher leadership, documented in a series of case studies. Their experiences have also yielded “lessons learned” that we can share with others interested in this model:


Extra time yields extraordinary results. 


The best teacherpreneurs “lead from the middle.


Technology keeps teacher leaders connected with the world while based in the classroom.


Relationships matter.


Blurring the lines between policy and practice makes each stronger.


When educators can teach and lead, they and their schools benefit.


Learn more:



more...
Patricia Carmichael's curator insight, October 22, 2015 7:51 PM

Toyota had this idea many years ago - creative thinking time - what teachers have always wanted ...It actually does work!
Tony Palmeri's curator insight, October 24, 2015 10:12 AM

I chose this resources because I was interested in the concept of "teacherpreneurs". The opportunity to be afforded the time to engage in policy development and leadership roles is certainly terrific. I've always felt the influence from the ground level (teachers) is seldom felt. Instead, influence remains with the research community and union organizations. Of the specific points described in this article is that "The best teacherpreneurs lead from the middle". Teachers respond to others who are dealing with the same pressures and stresses associated with teaching. 
Shelly Reckow VanVoorst's curator insight, October 25, 2015 5:57 PM

I scooped this article because more and more the topic of teacherpreneurs is coming up.  I like the idea of teachers as leaders, and even helping with policies.  It will be interesting to see if this expands more in the future. I hope that teachers reading this article watch this course of study/action closely and take part in it when they can, as we need more teachers to move into leadership and even into advocacy roles for education.
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