A Teacher on the Importance of Indepth Professional Development
Right in the middle of the NY Times “Review” section 6th grade teacher Sarah Mosle describes the powerful effects of the Responsive Classroom program on her students’ achievement and in whole schools. Indepth professional development, classroom coaching, and school-wide sharp focus make the difference, compared with ineffective brief “drive-by” workshops and welters of new mandates. These are the sorts of requirements that most policy-makers and everyday citizens don’t usually understand.
Do you have stories like this to tell? Or know a teacher who does? Send them to your local newspaper, and copy us.
And we’re now considering a new step: Perhaps Teachers Speak Up can help to get stories placed in news media. Send them to us in comments or on our Facebook page, and tell us where you’re located. We’ll contact the local newspaper for you! (Be sure to let your principal know you’re doing this, of course.)
It was great to find this right in the middle of election news, European Union disruptions and medical commentary.
Many of you readers have been part of intensive PD programs such as those of the Writing Projects as well as others. The Teach for America summer six weeks plus its supervisions and regular meetings throughout the school year, plus academic courses, provides another model.
I had not heard of the Responsive Classroom program, but intuition and research both provide affirmative head-nods. It did recall for me calls for “bell to bell” instruction, one highlight of my district’s teacher evaluation for several years.
When I learned some “mind journey” approaches from writing coaches, I applied them on occasion — and not purely for writing. A faculty and principal concerted support system is crucial for many reasons, not excluding questions about “entering my child’s mind.”