Recruiting Washington Teachers (RWT) - Professional Educator Standards Board
Authors: Beck , Clive, Kosnik , Clare. It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years.
The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning.
A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning.web.enduropls.com/ryviz-peavey-pv-1500.php
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Fewer than half of the respondents in this survey felt supported by administrators to take on leadership roles, with many seeing the only path forward as one that leads them out of the classroom. At Education Elements, we work with teachers to help them shift their classrooms to be more student-centered, to create the conditions under which students can understand and own their learning, and in which student voice is valued. Often, we are working with teachers to create the conditions in their classrooms that the teachers wish existed in the schools and districts that surround those classrooms.
One of the ways we assist teachers is to help them frame the experience they want to create and break it down into components that will guide the path to a more student-centered classroom. We have done the same for school leaders, with our 8 Elements of Teacher Retention. Administrators and district leaders are well aware of the looming teacher shortage, and few would voluntarily count themselves among those who are limiting career pathways or not communicating effectively with teachers.
Grow Your Own teachers report
They are educators, too, and, as such, are inclined to want to be a part of creating the conditions in which teachers can grow, develop, and understand and own their careers. The question is, how?
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There is an opportunity for schools and districts to develop clear pathways for professional growth for teachers. The majority of respondents in the teacher survey expressed interest in serving as mentor teachers, instructional coaches, lead teachers, and other hybrid positions that would allow them to stay in the classroom, practicing their craft. Doing so enables teachers to use their experience to increase capacity by training and mentoring new teachers, or to help the leadership make more informed strategic decisions.
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