Professional learning communities are intended to promote collaborative learning between educators and other key people within the same work environment. The same holds true for educators; as standardized tests show many students not meeting the proficiency bar; as drop-out rates climbs; as more students exercise their first amendment right to explain how entertainers make big bucks with little education and therefore education is not important; and as law makers continue to increase the pressure on educators to produce better quality students, the necessity for rest often becomes blurred.
When we compare our education system to the world’s top-performing schools, those teachers receive about five times more PD than American teachers do, and that is where the problem is. Regardless of what each school system provides, all educators should take on more responsibility for their own personal growth, and develop their own professional development plan.
The logic of this sequencing is for students to learn the new language concepts better by differentiating its invalid uses (most likely to be committed during the first test phase) from correct usage (likely to be accomplished after the teacher presented the language concept during the teach phase).
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The decline of direct parental involvement, poor university education school preparation for teachers, misdirected and inconsistent standardized testing efforts, and the lack of any teacher testing and annual monitoring of teacher progress have all contributed to the problems in public education, and alarming lack of results and preparation of our children.