Too often, teachers say that the professionaldevelopment they receive provides limited application to education articles for kids everyday world of teaching and learning. Here The North Central Regional Educational Laboratory shares a five-phase framework that can help create comprehensive, ongoing, and — most importantly — meaningful professional development.
Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support. The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. Here are some factors principals should remember when recruiting and retaining teachers. Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard.
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized. Background knowledge is crucial to a child’s academic success. Young children, especially those from at-risk communities, need broad and deep exposure to informational text and rich vocabulary in order to develop more complex thinking skills. When some children are learning to read, they catch on so quickly that it appears effortless.
It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. What Do Reading Comprehension Tests Measure? The federal No Child Left Behind law requires more testing of students, and has spurred some frantic and ineffectual test preparation in many schools, says the author, E. Reading tests must use unpredictable texts to be accurate measures of reading ability, but if you cannot predict the subject matter on a valid reading test, how can you prepare students?
Teachers can strengthen instruction and protect their students’ valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This article provides a brief introduction to understanding and using scientifically based research. Every child deserves excellent reading teachers — they make a profound difference in children’s reading achievement and motivation to read. In order to make reading instruction research-based, the research itself must be trustworthy, teachers must be prepared to understand and use it, and efforts must be made to translate research findings into recommendations for instruction. This article describes the issues involved in each of these three areas.