teacher development essay

Teacher Professional Development, Explained

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It’s lauded by some as one of the best ways to improve teaching and learning, scorned by others as a complete waste of time. It’s something that teachers might have access to weekly, or barely get once or twice a year.

Professional development will be part of almost every teacher’s career. They will take district-provided training, participate in collaborative learning groups, or seek out seminars and conferences.

When professional development is done well, it provides an opportunity for teachers to grow their knowledge and sharpen their skills, which can lead to better student outcomes. It’s a way for teachers to collaborate with their colleagues, and one avenue through which administrators can support their teachers.

That’s the goal. But it’s not always the reality.

The K-12 professional development landscape is diffuse and highly local, with offerings varying from district to district and even school to school. Teachers have long said that the PD they receive often isn’t relevant to the subject or grade level they teach, that it doesn’t provide tips for practical application in the classroom, or that its goals are vague.

And research on the topic is mixed, with studies demonstrating that some approaches work well—and others don’t have any effect.

Read on for an overview of the field: what options exist, what research shows can improve student outcomes, and how teachers say professional development could be improved.

What is teacher professional development?

Professional development, or professional learning, can refer to any kind of ongoing learning opportunity for teachers and other education personnel.

Some professional development is required—for example, a state law could mandate that all elementary school teachers undergo training in early literacy instruction , or a school could host a mandatory workshop on a day reserved for in-service teacher professional development.

Most states require that teachers complete a certain number of hours of professional development to renew their teaching licenses or to receive salary boosts. Usually, teachers can meet these requirements by taking continuing education classes through colleges and universities, or by taking professional development courses from state-approved providers.

A host of organizations provide these PD sessions, including teachers’ unions, subject-specific professional associations, education companies and publishers, museums, government agencies , and nonprofits.

Exactly how much teachers pay for PD varies, too. Districts and unions will offer some options to teachers for free, or deeply discounted. But often teachers pay out of pocket, especially for opportunities hosted by outside organizations.

What are some examples of teacher professional development?

The stereotypical PD session is the “one-and-done.”

A group of teachers gather in a classroom or an auditorium to listen while a consultant delivers a scripted presentation on a general topic. It’s then up to teachers to figure out how to apply that information to their specific classroom contexts—if they choose to do so at all.

Teachers, policymakers, and education researchers have criticized these kinds of one-off workshops for their lack of continuity and coherence, but they’re still very much a part of the PD landscape (see the next section).

Still, the suite of options is much broader than just workshops. Here are some of the other types of professional learning that teachers could have access to:

• Professional learning communities: Also known as PLCs, these small groups of teachers—often organized around subject areas or grade levels—meet regularly to share expertise and plan for instruction.
• Curriculum-based PD: Teachers learn how to use their school or district’s curriculum and other instructional materials, often discussing how to adapt it for their students’ needs.
• Coaching and peer observation: An instructional coach, or teachers themselves, help other teachers plan lessons, observe each other’s classrooms, and offer feedback.
• Conferences, seminars, and institutes: Teachers attend meetings outside of school, where they can learn from experts and their colleagues. These often occur during summer or other school breaks.
• National Board Certification: Teachers who complete a series of portfolio projects and pass an assessment receive this advanced certification, which comes with salary increases in some states.
• University courses: Teachers can take these to deepen their subject matter knowledge or their understanding of instructional practice. They can also count toward graduate degrees, which help teachers move up the pay ladder.

What kind of teacher professional development is most common?

Teachers say that the type of PD they participate in most often is collaborative learning, according to a 2023 study from the RAND Corporation that surveyed a nationally representative sample of 8,000 teachers.

This includes work time with colleagues or more structured meetings, like professional learning communities. Thirty-nine percent of teachers said they did this at least weekly.

Still, workshops and short trainings are still part of many schools’ approaches.

The federal government provides funding that districts and states can use for professional development through Title II-A of the Elementary and Secondary Education Act. Data from the 2020-21 school year show that 90 percent of districts that used some of this money for PD spent the funds on trainings that lasted three days or fewer, or on conferences.

Districts spent on other types of PD too. Eighty percent of districts said they funded longer-term professional development lasting four or more days, and 55 percent supported collaborative or job-embedded professional development.

Research from the past decade shows that much of the professional development that teachers undergo doesn’t meet the federal standard for “high-quality.”

The Every Student Succeeds Act, the federal K-12 law that replaced the No Child Left Behind Act, defines high-quality professional learning as meeting six criteria: it’s sustained (meaning not a one-off workshop), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

But most offerings don’t meet all of these benchmarks. A 2016 study from the Frontline Research & Learning Institute examined 3.2 million PD enrollments between 2011 and 2016, and found that 80 percent of them didn’t meet the federal standard in full.

Most professional development is locally provided, from school districts, regional offices of education, or teachers’ unions. Quality control is often lacking : Some states have hundreds of approved providers, and only audit a small sample each year.

What makes for effective teacher professional development?

Hard data on which professional-development models lead to better teaching are difficult to come by.

In part, this is because professional development relies on a two-part transfer of knowledge: Teachers need to learn new knowledge and skills such that they change their behavior, and those changes must subsequently result in improved student mastery of subject matter. Unsurprisingly, the complex nature of those transactions renders the field of professional development a challenging one to study.

Still, research reviews conducted over the last five years or so have provided some insights.

In a brief published in 2022 , researchers at Harvard Graduate School of Education and Brown University reviewed dozens of studies on professional development to identify some commonalities in successful programs.

They found that professional development that focused on instructional practice —identifying key teaching strategies and providing support for carrying out those changes in the classroom—was generally more effective for improving student performance than professional learning that focused solely on building teachers’ content knowledge in their subjects.

This instruction-focused PD is most effective when it’s tied to materials that teachers are going to use in the classroom, an approach also known as curriculum-based professional development. The paper cites two metanalyses—one of coaching programs , and one of science, technology, engineering and math instructional improvement programs —that both found PD had larger effects on student outcomes when it helped teachers understand how to best use their classroom materials. Other research reviews have identified the importance of providing teachers with models and examples.

Adding follow-up sessions was helpful too. They provide opportunities for teachers to share their experiences implementing new information and get feedback from peers.

Coaching is also powerful. A 2018 meta-analysis of 60 studies on instructional coaching found that it can improve teachers’ practice, so much so that in some cases a novice teacher performed at the same level as one who had been in the classroom for 5 years. It improves student performance, too, as measured by standardized test scores.

Still, the results came with a caveat. Coaching programs became less successful as they got larger, involving more teachers. Recruiting, developing, and supporting a large staff of coaches can be costly and challenging to districts to implement, the researchers said .

Other types of professional development also have stipulations.

Adding collaboration time for teachers to work together can be very effective—but only if that time is well-used. One 2022 study , for example, found that teachers reported participating more—and perceived collaborative time to be more useful to their practice—when it was focused on a specific goal, rather than swapping general strategies to improve instruction.

What do teachers say would make professional development better?

Because professional development varies so widely in type and in quality, teachers’ opinion of it varies too. But in general, teachers’ critiques of PD line up with research findings about what is, and isn’t, best practice.

Teachers have said they want professional development to be more practical and directly connected to the work that they’re doing in the classroom. A common complaint is that PD is not tailored to teachers’ needs —for example, mandatory seminars that often have no relevance to their particular subject area or cover skills that they mastered years ago.

Teachers want time to apply what they’ve learned with students and then follow up with PD providers and their colleagues to evaluate: Did this go well? Why or why not? And is it helping students?

Finally, teachers have also identified a need for more support in reaching certain student groups. In the 2023 RAND survey , most teachers said their professional learning offered no access to expertise, or only slight access to expertise, in supporting students with disabilities or English learners.

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Focusing on Teacher Engagement to Improve Professional Development

A national survey provides ideas on how PD can be more aligned to teachers’ needs—even during a pandemic.

Over the past couple of months, educators all around the world have quickly come up to speed on how to accomplish distance learning. We moved just as quickly from thinking about this need as a stopgap solution, what A.J. Juliani calls emergency remote learning , to thinking more about best practices and the need to create a muscle memory of good distance learning pedagogy—a model we’re likely to use for a while.

Not only have we adopted tools to help our students learn remotely, but we also adapted to the professional development onslaught meant to help us learn how to be flexible, engaging, and standards-based while teaching students at a distance.

Rethinking Professional Development

We’ve all been stuck in stale PD sessions, sitting there during a sit-and-get and checking our email over and over and over. At this time, as we’re rethinking so much else, we have a chance to rethink PD. Lack of engagement cripples learning, whether we’re talking about students or teachers. And when we learn online, the need to focus on engagement is even higher than when we’re face-to-face.

All of this work has prompted me to take another look at the results of a teacher engagement survey I conducted earlier this school year. I’ve been intrigued by the impact of engagement on learners for some time now. As a once disengaged student myself—one who nevertheless decided to become an educator—I’ve focused on engagement when working on curriculum design, implementation, and PD. In 2017, I did a nationwide survey of students in sixth to 12th grade to learn just what strategies students find most engaging, research I shared in Just Ask Us: Kids Speak Out on Student Engagement . In 2018–19, I surveyed teachers about what strategies engaged them the most and helped them learn most effectively.

I want to share some of the major takeaways from this teacher engagement survey, looking through the lens of our current reality. I hope this might help schools and districts plan more engaging learning opportunities for teachers, administrators, and staff, both online and off.

Survey Findings

The respondents in my survey are teachers working in different schooling models: traditional public schools, charter schools, private schools, and home schools. They teach across grades from pre-K to 12th; a few work in higher education. I focused my survey questions on when, where, and how educators like to learn.

Some of the findings:

• When asked where they prefer to learn, over 25 percent responded that they preferred to learn at home, and 30 percent preferred to attend a conference. Another third said they preferred traditional PD sessions, either off-site or at school.
• When asked when they like to learn, about 75 percent said that they preferred times outside of the school day.
• When asked how they liked to learn, more than a third of respondents selected asynchronous methods like webinars, independent reading, and Twitter.

Taken together, these results indicate that most current PD doesn’t take teachers’ preferences into account. Sending teachers to conferences is common, but many prefer to learn in other places. Likewise PD offered during school hours neglects those who are looking to learn during other times.

Connections to Student Engagement

It’s important to note that teachers need not wonder what lures students to learn—both groups share preferred strategies, so there’s a direct alignment between them. In both of my surveys, groups agreed on many of the same strategies.

Here are three of the higher-ranking engagement strategies for both teachers and students:

• Provide access to technology and present information visually,
• Make it meaningful, and
• Let us talk and collaborate.

Note: Even though our preferred engagement strategies align with those of students, when planning lessons we need to keep our differences in mind as well—particularly differences in our developmental maturity and literacy levels. You may have a high tolerance for text on a slide deck, but to a student that may look like a wall of text that becomes an obstacle to learning. And while you might be able to focus on online content for 45 minutes, remember that even a high schooler in AP classes might drift after 20.

Ultimately, engagement strategies are as important as content standards—or perhaps even more important—when we’re pursuing depth of learning.

How Can We Improve Professional Development?

The answers on my teacher engagement survey give me some ideas for how to improve PD. Since respondents were split between preferring to go to conferences and preferring to learn at home, we can draw from what they like about conferences even in times like these when travel is not an option.

• Honor the structure of a formal conference by scheduling sessions and workshops using class codes and video conferencing links focused on different topics.
• Include a brief keynote speech to unify participants with a grounding concept, and offer a way for teachers to have informal conversations.
• Provide PD that is essential and boiled down to its essence—keep it focused on what’s most impactful and meaningful. Teachers’ attention spans are not infinite.
• Bake in time for teachers to collaborate and talk with each other. Use breakout rooms and set up collaborative documents, slide decks, and platforms so all teachers can work together—both synchronously and asynchronously.
• Ensure that slide decks are more image-based than text-based. A page of nothing but bullet points or sentences is about as engaging as a five-paragraph essay.
• Provide hands-on learning and learning-by-doing opportunities using tools like Nearpod , Pear Deck , or Edpuzzle .

The real takeaway is that this list can be used not only with adult learners but with our students as well. Think about what engages you as a learner—odds are, it will engage your students too.

Teacher Professional Development Essays

Teacher professional development and its impact on school leadership, popular essay topics.

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• Teacher Education and Professional Development

Teacher Education and Professional Development  Blogs Home

• 14 Nov 2023

In the realm of education, two concepts stand out as pillars for educators: Teacher Education and Professional Development. At their core, both emphasise the importance of continuous learning for educators. This dedication to learning isn't merely a pursuit of personal growth; it's a commitment to honing the craft of teaching. By investing in their own education and development, teachers are better equipped to navigate the ever-evolving landscape of educational methodologies and technologies.

Moreover, as society progresses and student needs shift, the demands on educators diversify. Teacher Education lays the foundational knowledge and pedagogical skills for aspiring educators , ensuring they enter the classroom well-prepared and confident. On the other hand, Professional Development caters to established educators, offering avenues to update their knowledge and teaching methodologies, adapting to evolving student requirements and staying abreast of advancements in education. This continuous learning process enables seasoned educators to enhance their effectiveness in the ever-changing educational landscape.

The Changing Education Landscape:

The education landscape is undergoing continuous transformation, shaped by dynamic forces such as social changes, technological advancements, and global influences. The needs of 21st-century learners differ significantly from those of previous generations, necessitating a corresponding evolution in teaching methodologies. As technology becomes increasingly integrated into education, educators are faced with both challenges and opportunities. Embracing innovative technological tools and methods opens new avenues for effective teaching, but it also demands adaptability and a proactive approach to address potential hurdles. In this era of rapid change, educators play a crucial role in navigating these shifts to ensure that education remains relevant and impactful for the ever-changing needs of students.

Components of Effective Teacher Education:

• Deepening Subject Matter Knowledge : A robust understanding of the subject is essential for educators.
• Pedagogical Training : Equips teachers with effective teaching methods.
• Classroom Management Strategies : Creating a positive and focused learning environment.
• Incorporating Diverse Learning Styles : Adapting teaching methods to cater to unique student needs.

These components ensure educators are well-prepared to shape brighter futures for generations of learners.

The Significance of Professional Development

Professional development is the cornerstone of an educator's growth trajectory. It serves not just as a refresher, but as an avenue for educators to stay updated, innovative, and effective.

Here's an insight into its significance:

1. Stay abreast of new educational trends and research.

2. Address any gaps or areas of improvement identified in their teaching practices.

3. Build and nurture a network with other educators.

4. Maintain their enthusiasm and motivation.

Teaching is a rewarding profession, but it's not without its challenges. Given the rapidly changing educational environment, burnout is a real concern. Continuous professional development can rekindle a teacher's passion for their profession, introduce them to fresh perspectives, and provide them with new tools to handle classroom challenges. The Azim Premji Foundation regularly offers programs and workshops aimed at rejuvenating the spirit of educators, ensuring they remain passionate and motivated.

Various Formats of Professional Development

For educators dedicated to lifelong learning, the avenues for professional development are diverse, each with its unique advantages. Here's a deeper exploration of these formats:

1. Workshops and seminars:

These are interactive sessions where educators often get hands-on experience, role-playing, group discussions, and practical exercises. They are typically facilitated by experts in specific fields.

The National Council of Educational Research and Training (NCERT) and State Councils of Educational Research and Training (SCERTs) periodically conduct workshops on various themes, from curriculum design to innovative teaching methodologies.

2. Online courses and webinars:

With the digital age in full swing, online courses offer immense flexibility, allowing educators to fit learning into their busy schedules. They can range from short modules to extensive courses.

The Government of India's SWAYAM platform offers numerous online courses tailored for educators. These courses cover a range of topics, from pedagogical techniques to subject-specific content. Moreover, platforms like NPTEL ( National Programme on Technology Enhanced Learning ) provide online courses, primarily for those in the higher education sector.

3. Peer mentoring and observation:

This involves a collaborative approach to learning, where educators observe their peers in action, share feedback and learn from each other's strengths and areas of improvement.

Teach For India, a non-profit organisation, promotes a culture of peer mentoring, where educators share their best practices and insights, and learn collaboratively.

4. Attending educational conferences and symposiums:

These are gatherings of educators and experts where cutting-edge research, methodologies, and best practices are shared. They also offer a valuable networking opportunity.

Challenges in Teacher Education and Professional Development

Teacher education and professional development encounter significant challenges, as evident in the Indian context:

• Time Constraints: Educators face the difficulty of finding time for extended training due to their demanding responsibilities, exacerbated by large class sizes and an intense workload.
• Financial Limitations : Despite initiatives like RMSA (Rashtriya Madhyamik Shiksha Abhiyan launched in March 2009) and SSA (Sarva Shiksha Abhiyan launched in 2001-2002) in India, high-quality professional development often comes with a fee, posing a financial barrier for educators in rural or underprivileged areas.
• Navigating Resources : Platforms like DIKSHA, launched by the Ministry of Human Resource Development in India and operating since September 2017, aim to assist teachers, offering a curated platform for teacher resources. Yet, the challenge remains for teachers to discern which resources align best with their personal and professional growth needs.
• Practical Application : Translating theoretical knowledge into practical classroom application faces hurdles in schools where entrenched teaching methods require not just training but also a conducive environment.
• Lack of Tailored Content : A one-size-fits-all approach to professional development may not effectively address the diverse challenges in India's educational landscape, requiring localised and specific content.
• Inadequate Recognition and Incentivisation : While the government links promotions to professional development, more tangible and immediate incentives are needed to boost educator participation and dedication.

The Future of Teacher Education and Professional Development

The educational sector, like many others, is undergoing significant transformations driven by societal, technological, and pedagogical shifts. As we gaze into the future, several clear trends come into focus:

1. The Rise of Micro-Credentials and Digital Badges:

Micro-credentials offer bite-sized learning opportunities, allowing educators to focus on specific skills or knowledge areas.

Relevant Fact: According to a report by the Centre for Education Innovations, the modular nature of micro-credentials aligns well with the demands of the modern workforce in India, making them an attractive option for educators looking to upskill without taking prolonged breaks from their profession.

2. Personalised Professional Development Paths:

Recognising that teaching and learning are profoundly individualised encounters is driving the creation of increasingly customised opportunities for professional development.

Relevant Fact: Platforms like DIKSHA (Digital Infrastructure for Knowledge Sharing) in India are leveraging Artificial Intelligence (AI) to offer personalised content recommendations for educators, based on their previous interactions, preferences, and identified areas of improvement.

3. Emphasis on Interdisciplinary Teaching and Learning:

The interconnectedness of today's global challenges necessitates a teaching approach that transcends traditional subject boundaries.

Indian Institutes of Technology (IITs), some of the premier engineering institutes in India, are increasingly integrating humanities, arts, and social sciences into their curriculum, recognising the importance of a well-rounded, interdisciplinary education.

4. Greater Integration of Technology:

Blended learning, a combination of online and offline teaching methods, is not just a temporary solution during pandemics but a glimpse into the future of education.

5. Continuous Feedback Mechanisms:

With advancements in tech, real-time feedback tools will become commonplace, allowing educators to adjust their teaching methods dynamically based on immediate student feedback.

6. Emphasis on Socio-Emotional Learning (SEL):

As mental health gains prominence in societal discourse, the integration of SEL in teacher training will become essential.

Report by Hindustantimes.com, the Central Board of Secondary Education (CBSE) in India has started initiatives to integrate SEL into school curriculums, signalling a shift in focus from rote learning to holistic development.

Tips for Educators Seeking Quality Professional Development

For those eager to advance their skills:

• Set clear objectives : Know what you hope to achieve from any professional development opportunity.
• Seek feedback: Engage peers or superiors to identify areas for improvement.
• Choose wisely : Do your research to ensure you're investing time and resources in reputable and beneficial opportunities.
• Be open-minded: The best learning often happens outside of our comfort zones.

The journey of an educator is one of perpetual learning. By prioritising their own education and development, teachers not only enhance their own careers but enrich the lives of the students they guide. Through this dedication to personal and professional advancement, educators contribute substantially to the betterment of the educational landscape, fostering an environment where knowledge flourishes, and students are inspired to reach their fullest potential. May the pursuit of lifelong learning continue to be a guiding force, shaping the future of education for the collective benefit of all involved.

• https://ncert.nic.in/about-us.php?ln=en
• https://scert.delhi.gov.in/scert/school-transformation-enrichment-programme-0
• https://tiss.edu/uploads/files/CLeaR_on_IE_Report_Final.pdf
• https://www.hindustantimes.com/education/ncert-signals-shift-in-focus-from-rote-learning/story-aQFoQcAmVD4Vfo6XCzWpnO.html

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15 Top Resources for Teacher Professional Development (Including Free Options!)

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Teachers want to be the best they can be at their jobs, and they know that education is a lifelong process. But meeting professional development requirements can often feel like a hassle instead of something that’s meaningful. Districts offer (and require) plenty of their own PD, but they may not cover topics that really interest or benefit you. That’s why it’s helpful to be able to track down professional development for teachers that’s truly a good use of your time.

Use these resources (recommended by fellow teachers!) to find PD on a variety of topics, both in person and online. A few tips:

• Each state and/or school district has different PD requirements, and one may accept a PD activity that others don’t. Be sure to verify what you’ll need.
• Remember that grants may be available to help offset costs if necessary.
• If you need continuing education credits (CECs or CEUs), be sure to find out if the program offers them and if your district or state accepts them. Similarly, if you need a certificate to document your completion, ask about it in advance.

Angela Watson’s 40 Hour Teacher Workweek

The 40 Hour Teacher Workweek is a 52-week program that helps you streamline your teaching, one area at a time. Essentially, it’s a yearlong professional development endeavor focused on increasing productivity. The goal is cultivating a more productive mindset to help you succeed, no matter what you teach. At the end of the course, you will receive a professional development certificate to document up to 104 credit hours. See our review of this innovative professional development for teachers here.

Annenberg Learner

From podcasts to video workshops, Annenberg offers a huge selection of professional development for teachers. Use video workshops, with bigger groups using the facilitator guides and other materials. You’ll also find video libraries and more helpful resources for teacher development. All resources are free for K-12 teachers, though colleges and universities must purchase a license to use Annenberg materials in their courses.

Bureau of Education & Research

BER has live online events, plus in-person classes around the country. You can also watch recorded events or take online courses. You’ll get PD hours for each and may be able to earn CEC/CEU hours depending on your state. Prices vary by event or course, with discounts for signing up three or more people at the same time.

Choose between instructor-led and self-paced courses that last six weeks to an entire year. Topics include child development, classroom technology, math and science, and reading and writing. Six-week courses start at $170 and earn you 24 course hours.

Teachers in the We Are Teachers HELPLINE group love edWeb! They recommended it more than any other page for terrific free teacher PD on a huge variety of subjects. “Lots of helpful webinars to watch with printable certificates available after viewing (the lists will tell you which ones have PD certificates available),” says Molly K.

Friday Institute

The William and Ida Friday Institute for Educational Innovation at North Carolina State University offers a variety of free online courses and webinars. Their courses are self-directed and self-paced and provide certificates and potential CEC/CEU offers.

Grassroots Workshops

Complete online PD workshops at your own pace, with 16 weeks from the time of enrollment to finish. Choose from instructors you like and topics that will truly help you become a better teacher. You’ll earn PD hours and may have the ability to gain graduate-level credits too. Costs vary by workshop, starting as low as $45.

The Heritage Institute

Looking to take more detailed courses that really dive into educational topics? Consider the Heritage Institute. You’ll earn both PD hours and CEU/CEC credits. Courses are self-paced, and you have six months to complete them. Prices vary by class, with different courses discounted each month, so check back regularly if there’s a subject that interests you to see if the price has dropped.

Learning for Justice

If you’re looking to up your game in diversity, inclusion, equity, and empathy, check out this site. Learning for Justice provides a range of materials for educators: learning modules that make you think, presentations you can share, and hands-on workshops with our expert trainers. Participate in virtual workshops for a minimal fee, use self-guided learning modules, or join a six-month Learning for Justice Virtual Professional Learning Cohort.

Modern Classrooms Project

The free online course at Modern Classrooms (developed by two public school teachers) helps teachers interested in implementing self-paced, mastery-based learning in their classrooms. The course itself is self-paced, and you can earn a certificate indicating you’ve completed 5 to 10 hours of PD. See our review of this course here.

National Geographic’s Online Courses for Educators

Nat Geo’s free online courses teach you how to motivate your students to ask deep questions and think like National Geographic Explorers. They also teach you how to design inspiring lesson plans that turn your students into scientific storytellers who connect with diverse researchers and take action to solve global challenges. Teachers can earn graduate credits for many of these courses through one of National Geographic’s university partnerships. See our overview of the courses here.

NEA Teacher Professional Growth Programs

The NEA (National Education Association) provides many tools for teachers, including a wide variety of professional development programs. Some provide support for aspiring or new teachers, while others are geared toward education paraprofessionals. The micro-credentials programs offer easy ways to earn CEUs or CECs, wherever you are in your career. These are free for NEA members, with a fee for non-members.

Next Gen Personal Finance

NGPF is dedicated to helping all students learn how to manage their personal finances, a key executive-functioning skill that’s often not taught in schools. They offer free online courses and videos, along with the lessons and materials teachers need to get their students started on the path to financial responsibility.

Professional Learning Board

PLB offers robust self-paced online PD courses, and can even help you get the credits you need to renew your teaching license. Their site provides the information you need, state by state, and ensures you get the certificates or transcripts to meet your requirements. Prices vary based on courses, with a free class on Keeping Kids Safe that you can take to see if PLB is right for you.

For a fee (currently $29.99/month or $199/year), teachers have access to professional development created by teachers for teachers. You can try one free live class per month, but to unlock all content and earn certificates, the relatively small monthly fee is worth it. Attend live trainings or listen to recordings on topics that truly interest you, presented by fellow educators.

Looking for more professional development for teachers? Check out the best 2024 educational conferences !

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Lessons from a Teacher of The Year: Professional Growth and Development

• Categories: Teacher

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Published: Apr 17, 2023

Words: 1592 | Pages: 3 | 8 min read

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Introduction, the teaching profession, teacher of the year, profile of the south carolina graduate.

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Teacher Empowerment Through Curriculum Development Essay

• To find inspiration for your paper and overcome writer’s block
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Purpose-Centered Education

How a teacher can empower a student, the future of education in america.

The Purpose-Centered Education (PCE) aims at developing leadership and scholarship skills among the learners. The PCE is a continuous process of learning that operates on the pillars of application of skills and knowledge.

The skills are incorporated to develop and achieve proactive purposes that are very vital outside the learning environment. The PCE aims at promoting development of lifelong skills and independence among the learners in order to create an innovative person within and without the classroom. In addition, the PCE promotes inclusive learning that involves all the stakeholders such as the parents, teachers and the community. The PCE aims to achieve the goal of internalizing the necessary skills and abilities to the learners. As a result, the learners are expected to embrace these skills outside the classroom environment.

In order to empower a student, a teacher has the role of responsibility definition that pulls together the learning materials and resources such as coursework, basic learning skills, and practical assessments (Carl, 2009). This is achieved through entrusting the learner(s) with the power to make decisions on how the curriculum should be handled. Besides, the teacher may employ different teaching strategies such as learner oriented model. This model puts the learner in the forefront of the learning activity rather than being an observer. This will eventually give the learner a strong voice in the learning process (Carl, 2009).

Moreover, the teacher may enroll a learner to special learning activities such as symposiums, project presentations, and debates. These activities are known to improve a learner’s self esteem and inspiration to be an excellent achiever. The teacher may also allocate special time for a learner to respond to concerns and make corrections without interfering with the learner’s confidence. In addition, incorporation of meaningful technology in the learning process may empower a learner to positively respond to real issues within the classroom environment (Carl, 2009).

The present education system of America is under crisis since most of the education progress indicators imply that the use of technology, employment skills, and quality of the certificates are not at par with the demands of the market. Besides, most of the current reforms on education focus on education system’s weaknesses rather than how to use its diversity to promote progress. From these findings, it is apparent that the future of the American education system is bleak if the policies are not streamlined to promote use of technology and practical skills in the job market.

The American society is developing very fast in terms of technological innovation and usage. In the future, everything will depend on technology and nobody will be able to get a job when their technological skills are wanting. Apparently, there is a strong possibility that the American education system will become ineffective in supplying the job market with relevant and technology oriented skills. In addition, the future of the American education system may suffer the consequences of imbalances in the zone of proximal development.

The American education system is likely to deal with the challenge of poor attitude on the side of the learners since the current approach adopted by many stakeholders in this sector is observation of events from a distance rather than offering technical, social, and policy based support to the crippled education system.

Carl, A. (2009). Teacher empowerment through curriculum development: Theory into practice . Western Cape, South Africa: Juta and Company Limited.

• Employee Empowerment Problem at the Workplace
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• High School Social Studies Teacher Career
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, March 22). Teacher Empowerment Through Curriculum Development. https://ivypanda.com/essays/teacher-empowerment-through-curriculum-development/

"Teacher Empowerment Through Curriculum Development." IvyPanda , 22 Mar. 2021, ivypanda.com/essays/teacher-empowerment-through-curriculum-development/.

IvyPanda . (2021) 'Teacher Empowerment Through Curriculum Development'. 22 March.

IvyPanda . 2021. "Teacher Empowerment Through Curriculum Development." March 22, 2021. https://ivypanda.com/essays/teacher-empowerment-through-curriculum-development/.

1. IvyPanda . "Teacher Empowerment Through Curriculum Development." March 22, 2021. https://ivypanda.com/essays/teacher-empowerment-through-curriculum-development/.

Bibliography

IvyPanda . "Teacher Empowerment Through Curriculum Development." March 22, 2021. https://ivypanda.com/essays/teacher-empowerment-through-curriculum-development/.

• DOI: 10.1177/07356331241254575
• Corpus ID: 270612760

The Development of an Assessment Scale for Computational Thinking Competence of In-Service Primary School Teachers

• Xinlei Li , Guoyuan Sang , +1 author Johan van Braak
• Published in Journal of educational… 13 June 2024
• Computer Science, Education

33 References

Evaluation and developmental suggestions on undergraduates’ computational thinking: a theoretical framework guided by marzano’s new taxonomy, the competent computational thinking test: development and validation of an unplugged computational thinking test for upper primary school, a cognitive definition of computational thinking in primary education, teachers’ ontological perspectives of computational thinking and assessment: a text mining approach, modifying curriculum for novice computational thinking elementary teachers and english language learners, teacher development in computational thinking: design and learning outcomes of programming concepts, practices and pedagogy, development and predictive validity of the computational thinking disposition questionnaire, assessing computational thinking: a systematic review of empirical studies, code, connect, create: the 3c professional development model to support computational thinking infusion, teacher change following a professional development experience in integrating computational thinking into elementary science, related papers.

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The influence of arts education on love of the natural environment

• Komarovska, Oksana
• Vlasova, Valeria
• Pet'ko, Lyudmila
• Voloshenko, Anna
• Holinska, Tetiana
• Prodius, Oksana

Art is capable of uniting people to preserve and protect the environment. Fine art can serve as an effective tool that allows you to convey to a person the vulnerability and beauty of wildlife, and the need to fight for its preservation for future generations. Fine arts and art education promotes the development of students' love and respect for nature, as well as motivating actions to activate its protection and conservation. Drawing can be considered not only in the context of creative activity, but also as a very effective and significant tool that contributes to the knowledge of the natural environment. Art education allows you to make a significant contribution to environmental education by visualizing nature through art. The drawing contributes to the transformation of the theoretical understanding of environmental problems into visual and accessible images to a wide audience. The study of nature through environmental education creates prerequisites for the development of students' deep understanding of the natural environment and the problems associated with its preservation. Fine arts contribute to raising public awareness of environmental issues, which in turn can stimulate active participation in public activities for environmental awareness. Drawing can be considered as a possible, highly effective means of teaching an understanding of natural beauty. It stimulates the processes of self-knowledge of the surrounding world and contributes to a beneficial effect on the emotional and physical condition of people.

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• Abstracts: How Students Can Improve Their Argument Essay Writing skils

Session Information

31 SES 05.5 , General Poster Session NW 31

General Poster Session

Contribution

The purpose of the study: to develop the skills to argue a point of view using literary material to compose a detailed essay for 11th grade students.

The problem of research:

How to develop the skill of writing a detailed written answer for 11th grade students

How to learn to extract the necessary information from various sources of 11th grade students

What techniques and strategies will be most effective for the development of this skill.

The relevance of the topic lies in the fact that students do not know how to give high-quality arguments when making both oral and written answers.

To study the work of researchers dealing with similar problems;

To study methodological literature, Internet resources on this problem;

Select techniques and strategies through which students can collect the necessary information;

Use selected forms of work in the lessons.

Expected results:

- use various sources to select the necessary arguments;

- freely compose oral and written detailed answers to problematic questions;

- they can give the necessary number of convincing arguments.

Nazarbayev Intellectual Schools conduct an external summative assessment of students' knowledge in accordance with the norms and requirements of international standards A-level, AS-level and IGCSE.

The assessment of the subject "Russian as a second language" in the 11th grade corresponds to the international IGCSE level. External summative assessment is aimed at the systematic evaluation of student learning outcomes. When conducting any form of assessment, it is determined what students know, are able to do and what difficulties they may face. Summative work evaluates students' academic achievements at the end of the study period.

Students often cite an insufficient number of arguments that do not fully correspond to the task.

Therefore, I decided to conduct a study on the topic "How to improve the ability of 11th grade students to write an argumentative essay." Before starting the study, I analyzed the students' work on various written papers, conducted a survey among students who find it difficult to find arguments for a detailed answer.

The Russian language curriculum identifies groups of goals for the development of writing skills. Among the goals of teaching writing, one can single out those whose achievement caused difficulties among 11th grade students. For example, P6. write detailed essays on a given topic, revealing it deeply and convincingly; observe semantic integrity, coherence and consistency of presentation.

The role of reasoned thought was first discussed at the University of Edinburgh in the XVIII century . By Scottish scientists (98; 109), who called for considering rhetoric as the study of one's own thought.

The study was conducted according to the following plan:

- identification of the problem, formulation of the research topic;

- study of literature, search for material on this research topic; -selection of methods, forms of research;

- registration of interim results;

- continuation of the study;

- registration of the results of the study.

The tasks for the development of a reasoned essay were aimed at understanding continuous and discontinuous texts, the formation of skills and abilities in constructing a detailed essay based on various texts.

In this research paper I want to show three forms of work of writing an essay with my comments. The first essay on the topic "Inequality in modern society is the engine of progress. How much do you agree with this opinion?" When writing the essay, she gave the students speech cliches that are used in each part: Introduction: This problem is very relevant in our current reality, in the modern world, for our country and the entire world community, for our family… The main part: The author sees the problem this way… Scientists are of the opinion… Conclusion: In conclusion, we can conclude that… She also advised using a sentence construction scheme: "I believe that ... since. I think this situation can be assessed as... In my opinion... " Comments: The student reveals simple ideas; gives only a quote as an example; the work contains false information. The structure of the essay can be traced, but the arguments are poorly developed, the student does not explain his point of view. It is recommended to give coherent and consistent arguments, use concrete examples from life, books, broadcasts, statistics to reveal the chosen topic. The second essay on the topic "How, in your opinion, has the international image of Kazakhstan changed in recent years and why?" At this stage of the work, I invited students to read texts on this topic and extract arguments. The students carefully read the text and chose the sentences containing the answers to the question. We used the knowledge obtained from the text as our own arguments. They also expressed personal opinions. Comments: The answer contains a sufficient number of relevant examples; the essay is well organized; the student clearly expresses his point of view. In his work, he demonstrates the ability to argue, but the ideas are not sufficiently developed The third essay on the topic "In the modern world, cinema is replacing the book. Do you agree with this statement?" the students wrote without any help. When the students wrote, I asked them to check: Is everything written clearly? Do you have the main argument? Are all the words used correctly? Do you have facts and examples supporting the main argument? Are your ideas presented clearly and consistently? Comments: The paper reveals both simple and complex ideas, for example; the arguments are logically coherent and consistent, illustrated with examples. The essay is clearly structured.

Expected Outcomes

Feedback analysis shows that students are interested in developing written literacy, understand the importance of having the skills of a reasoned essay. The most important evidence was the data of formative and summative assessment of students' achievements in the development of writing skills. According to the students' scores, we can tell about the success and effectiveness of the work done. In the course of the research, ways to solve the problem were outlined: - A comprehensive approach to solving the problem of improving the ability of students to write argumentative essays in all subjects. - Consistent development of writing skills, the ability to distinguish the main and secondary, to differentiate the known and unknown in the text. Using approaches in lessons skill of extracting information as arguments. Students are invited, depending on the topic, on a specific task, to extract information from the following sources: - from internet sources - from incomplete texts - use of "talking" walls Thus, the stage of collection, analysis and systematization of research data was carried out. As practice shows, students simply need a strict algorithm of actions when solving tasks: 1. Formulation of the problem of the source text. 2. Comment on the formulated problem of the source text. 3. Reflection of the position of the author of the source text. 4. The student's own opinion, arguments. The analysis of the trial exam paper shows that most of the students still need to develop this skill. Using the same techniques and techniques works differently in different lessons. Therefore, it is necessary to use various sources to extract information. The work done is only the beginning of a long journey, research in this direction continues, methods and techniques for developing the skill of extracting the necessary information as arguments for a detailed answer will expand.

1. Fedotova N.L. Methodology of teaching Russian as a foreign language. / N.L. Fedotova. - St. Petersburg: Zlatoust, 2013. - 192 p. 2. Antonyuk A. How to write a reasoned essay in French. Moscow 2017. 3. Teacher's Guide. The second (main) level, the second edition. - Center of Pedagogical Excellence. AOO "Nazarbayev Intellectual schools", 2016. 4. AOO "Nazarbayev Intellectual schools". Collection of external summative assessment. Russian as a second language. Astana 2017. 5. Isenova F.K. Argumentative essay as an effective way of developing critical thinking through writing. 6. Korotkina I.B. Models of teaching academic writing. Textbook for universities. Moscow 2018 (p.74-75). 7. Slutsky V. Composition without flour. 2018. https://www.litres.ru/vadim-sluckiy-11283966/sochinenie-bez-muk-kniga-o-tom-kak-nauchitsya-pisat-sochineniya/ 8. Curriculum on the subject "Russian language and literature" for Nazarbayev Intellectual schools (high school). Nur-Sultan 2019. 9. Truntseva T.N. We teach you to write an essay. Moscow 2018. 10. Amelina E. V. Final essay. Rostov-on-Don 2019.

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Assessment of North Delhi People’s Electric Vehicle Purchase Intent through Consumer Behavior and Technology Adoption Theory 2024-01-5067

The transportation sector of India is a significant consumer of energy, accounting for over 18% of total energy consumption, which equates to 94 million tons of oil equivalent (MTOE). This contributes to heightened air pollution concerns, especially in densely populated cities such as Hyderabad and Delhi. Despite government initiatives such as FAME-I and FAME-II, the current scenario reflects only a modest 2% adoption rate of electric vehicles (EVs). As a result, understanding consumer perceptions, particularly in highly populated urban areas, is crucial. Applying a non-probabilistic–hypothetic deductive research method, this article examined the purchase intent of 403 respondents in North Delhi based on EV attributes and consumers’ attitudes. The study revealed a positive influence of attributes on attitude ( r = 0.386; p < 0.001; t = 5.9256; standardized B = 0.205, R 2 = 0.149), as well as attitude on intent ( r = 0.327; p < 0.001; t = 5.003; standardized B = 2.141; R 2 = 0.107), while no significant influence was found between attributes and intent ( r = −0.063; p = 0.360; t = 0.918). Additionally, the study suggested that EVs are in the early stages of the DOI process, with 36.2% showing a positive attitude toward EVs, guaranteeing a 100% purchase as their next car. While this study can be used as a reference for policymakers, further investigation in different regions worldwide, as well as the consideration of different metrics to evaluate attributes and attitudes for the evaluation of intent, would offer a deeper understanding of this field.

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Election latest: Tom Tugendhat says Nigel Farage sounds like 'Putin's poodle' on Ukraine - but Reform leader doubles down in war row

Reform UK leader Nigel Farage is still under fire after reiterating he blames the West and NATO for the Russian invasion of Ukraine. Tom Tugendhat, the security minister, has told Sky News Mr Farage is sounding like "Putin's poodle" on the issue.

Saturday 22 June 2024 21:56, UK

• General Election 2024

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• Farage under fire for 'disgraceful' comments on Ukraine war
• Minister calls Farage 'Putin's poodle' | PM says Farage 'wrong'
• Ali Fortescue: Farage is doubling down but will be cautious about scaring voters
• Jon Craig:  Has the Reform UK leader made his first campaign mistake?
• Reform UK's tax plans disproportionately benefit high earners, analysis shows
• Labour unveil 'Tory s***show' attack ad
• Live reporting by Katie Williams

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Sir Keir Starmer has branded attacks by the veterans minister on his Labour electoral opponent "sad and desperate".

Mr Mercer, the Tory candidate for Plymouth Moor View, accused his political rival Fred Thomas of lying about his military record after a hustings event earlier this week.

In a series of posts to the X, the minister questioned whether Mr Thomas had served in combat missions while serving as a Royal Marine.

He suggested the Labour candidate had misrepresented his service "for political gain".

Asked about Mr Mercer's comments, Sir Keir said it was "sad desperation" from the veterans' minister. "It's desperate."

The Labour leader said his remarks underlined that the Conservative Party is "party first through and through".

Labour said Mr Thomas was a "decorated ex-Royal Marine" who was unable to discuss his military service due to its "highly sensitive" nature.

Mr Thomas said he was "proud of having served my country for seven years, including overseas on operations". 

Here are all the candidates for the Plymouth Moor View constituency:

• Shaun Hooper  - Reform UK
• Sarah Martin  - Liberal Democrats
• Johnny Mercer - Conservatives
• Georgia Nelson  - Green Party
• Fred Thomas - Labour

Union boss Sharon Graham has said she does not agree with Labour's fiscal rules and the party should borrow more to invest.

Speaking to Sky News'  Sunday Morning With Trevor Phillips  in an interview that will be broadcast in full tomorrow, the Unite general secretary said other countries with growing economies have a larger debt-to-GDP ratio than the UK, "so there is wiggle room".

Rachel Reeves , the shadow chancellor, has promised to retain the Tories' commitment that debt as a proportion of GDP must be on track to fall in five years if Labour win the election on 4 July.

She has ruled out borrowing to fund day-to-day spending, saying her focus will be on reforms to grow the economy.

But Ms Graham said: "I don't agree with Rachel Reeves in terms of what has been said about the plans on growth.

"If you look at other countries - in France, their debt to GDP is 112%. In America, where the economy's growing, it's 130% debt to GDP. Ours is around about 99%. We have wiggle room. Give Britain a break."

The union leader said that workers "are literally hurting beyond anything that you could comprehend" due to the cost of living crisis.

She added: "We need the straitjacket off a little bit, get some wiggle room there.

"Borrowing to invest is not the same as other borrowing. It's borrowing to invest."

You can watch the full interview with Sharon Graham on Sunday Morning With Trevor Phillips from 8.30am tomorrow morning on Sky News.

Sir Keir Starmer said he always suspected Boris Johnson's relationship with the truth "would bring him down"- as he revealed how he "set a trap" for the ex-prime minister over the partygate scandal.

In an interview with The Guardian, the Labour leader said he "couldn't care less" about the insults Mr Johnson hurled at him over the despatch box, including when the then PM called him a "pointless human bollard".

"I'm not saying I have great insight, but I felt his character would bring him down," he told the newspaper.

"I thought, there's a guy who is detached from the truth. Whether he's lying or not, it doesn't matter to him."

Sir Keir then laid out the specific way he "set a trap" for Mr Johnson to catch him out over the Downing Street parties scandal, according to The Guardian.

Read the full story here :

Scarlett Maguire, a pollster with JL Partners, says focus groups run by the firm in Rishi Sunak's constituency show that the D-Day blunder and the recent betting scandal in the Tory party have cut through to voters.

Both issues have been "incredibly damaging" for the prime minister, she says.

Ms Maguire said one voter told researchers that the betting scandal "showed a complete disregard for voters".

"They were saying the impression was that it was just like Partygate. It was indicative of a political class and this particular political party that takes voters a bit for a ride and takes their votes for granted," she says.

"That sense was something that came through very strongly."

Ms Maguire said these issues mean voters could perceive Mr Sunak as being "out of control".

However she pointed out that the public also "do not like the sound of a Labour majority", and there's an "appetite" to prevent this.

"It about whether that works and about whether people actually think 'you know what? I am really cross with the main parties... I'm going to do more of a protest vote'."

Next up on the show is pollster Scarlett Maguire , director at JL Partners.

She's asked first about the big polling story of the campaign, which has been the rise of Reform UK support in the UK.

Asked if the Conservatives should be worried about this, Ms Maguire says she is "sceptical" that Reform could end up with a greater share of the vote than the Tories - in part because they are not standing in every seat.

However she notes the rise of Reform has been "the defining feature of this campaign - or at least the only real action we've seen in the polls".

Ms Maguire says Rishi Sunak's decision to call the election while 20 points down in the polls was unprecedented.

"He desperately needed a campaign where he could win back those voters that started voting Reform and also win back those Conservatives that were now telling pollsters they don't know. So far, he's not done either," she says.

Next up is a discussion with the Politics Hub panel on JK Rowling's accusation in The Times newspaper that the Labour party is "abandoning women".

In a 2,000-word essay, the author said she will "struggle to support" Labour if Sir Keir Starmer keeps his current stance on gender recognition.

Sir Keir has defended Labour's record on gender equality in response, saying he was "proud" of his party's history on the subject.

Charlie Rowley , former special adviser to Michael Gove, says the issue is a "sticky wicket" for Labour, but he adds that there are "so many other issues in society" that require focus.

"Party leaders shouldn't be getting caught up in the minutiae of this kind of conversation," he says.

Meanwhile, Ava Santina Evans, political correspondent at PoliticsJOE, says Labour advisers are worried the issue will "ramp up just before polling day".

She adds it's unfair to trans people in the UK "to experience this sort of rhetoric before the election".

"This election really is a lot to do with the politicisation of people's bodies," she says.

Asked if he wants to be leader of the Conservative Party, Tom Tugendhat says he wants his party to get "as good a result as possible" in the election.

Mr Tugendhat, who is rumoured to be among the candidates who will run for leadership after 4 July, says he wants to make sure the Tories win and "prevent Keir Starmer from making all the terrible changes that he's proposed already".

Next questioned on whether he thinks the Conservatives will "tack to the right", the security minister says parties can make the biggest changes when "in the centre ground".

" We're a party of government, because the ideas and the ethos that the Conservative Party has - pro individual rights, pro people, pro-business - are absolutely key to making sure this country is safer and more prosperous," he says.

He says he does not accept that the Tories have drifted to the right.

Tom Tugendhat says he "has to accept" that Sir Keir Starmer is "currently front running for prime minister", as he dodges a question on Reform UK's threat to Tory support.

Asked why he thinks the Conservative Party appears to be losing voters to Reform, the security minister instead turns to the Labour leader, accusing him of "playing constitutional games".

Mr Tugendhat does not directly answer when pushed on the question by Ali Fortescue , as he says people should be "focusing on what the real challenges are today".

He cites security threats posed by Moscow and cyber attacks on British institutions as examples of such challenges.

First up on the show is security minister Tom Tugendhat .

Asked first about Nigel Farage's comments that the West "provoked" the Ukraine war, he says that for a man who "always claims to speak like Winston Churchill, he sounds an awful lot more like Neville Chamberlain".

He calls the Reform leader's remarks "appeasement" and accused him of repeating Kremlin propaganda.

"During the Cold War, we had a word for people like that. We called them useful idiots. And it sounds to me like Nigel Farage is just being Putin's poodle on this," he says.

Questioned about members of his own party who've suggested Mr Farage should be welcomed into the Tories, Mr Tugendhat says there is "no place in Parliament or indeed in the Conservative Party for anybody who sides with our enemies".

Pressed on the issue that some Conservatives have been open to the idea of Mr Farage joining their party, the minister says " people who represent the British people in Parliament should put the virtues and interests and strengths of the British people first".

"They shouldn't undermine that by repeating the propaganda of those who are trying to undermine us," he adds.

Unpatriotic, an apologist for President Putin – they're not the claims you want against you in the last weeks before polling day. 

Is this Nigel Farage's first big blunder?  Tonight he's doubled down on his claim the West "provoked" Russia's invasion of Ukraine - telling The Telegraph "don’t blame me for telling the truth".

"If you poke the Russian bear with a stick don't be surprised if he responds." He did say he's never sought to justify Putin's invasion.  

It may be may be there's no such thing as bad publicity for a man who wants to be outside the political mainstream. 

But as his party gains ground you sense Nigel Farage is trying to smooth his harsher edges and will not want to scare off shy wavering Reform voters with less than two weeks to go.  

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