This is a really cool video that Georgetown recently put out, with one of the great professors I had as an undergrad, Hugh Cloke, reflecting on what being a teacher, and being a dean, meant to him.
Hugh Cloke - Looking Back 40 Years (by Georgetown College)
good:
A Design Team Rebrands the Teaching Profession
Kiss the apple and one-room schoolhouses imagery goodbye. Design firm Hyperakt has created Teach in effort to rebrand the teaching profession for the 21st century.
(via teachingliteracy)
— Want to Be a Good Researcher? Try Teaching - Faculty - The Chronicle of Higher Education (via world-shaker)
(via world-shaker)
TweetWHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition.
And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources.
Compare this with our approach to our military: when results on the ground are not what we hoped, we think of ways to better support soldiers. We try to give them better tools, better weapons, better protection, better training. And when recruiting is down, we offer incentives.
…
At the moment, the average teacher’s pay is on par with that of a toll taker or bartender.Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000. This prices teachers out of home ownership in 32 metropolitan areas, and makes raising a family on one salary near impossible.
Regardless of where one comes down on the standardized test-based accountability model—and I think I’m somewhere in between the sides—I don’t have much patience for the argument that teachers (especially good teachers) are overpaid.
“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
- Albert Einstein (though maybe not actually Albert Einstein, with quotes as they are these days).
On National Teacher’s Day, I wanted to say thank you to all of the teachers that have inspired me throughout my own journey, including Georgia Wood, Marianne Douglas, John Marshall, Steve Sabat, Scott Pilarz, Hugh Cloke, and Jens Ludwig.
And also to recognize all the amazing educators in my family, including Liz, my parents and in-laws, JP, Andre, Mary, Butch, Uncle Roger, Uncle Larry, Aunt Celeste, Uncle Paul, Aunt Adina, Aunt Kim… wow, that’s a lot of teachers in one family. And to friends who have taken on this challenging but high-impact profession, such as Mike, Kate, Amy, Karen, Katie, and many more.
I know there are many more who I haven’t called by name, but know that your work is appreciated by me, and by the hundreds, if not thousands, of students whose lives you have touched.
— K. Yelito
Tweet— Faculty Norms Inhibit Excellence - Measuring Stick - The Chronicle of Higher Education
TweetI consider myself an educated consumer (and very occasional producer) of education policy research, but I am much less well-versed in pedagogical theory and the tenets of effective teaching.
To that end, I was happy to read this primer on the principles of learning—for us in effective teaching—in The Edurati Review by Dr. Kevin Washburn:
We expect experts to have more than a collection of tools; we expect them to have an understanding of what they need to accomplish so they can tailor their actions accordingly. An air pump, while a useful tool for certain tasks, will do little good if used to address an oil leak.
Similarly, teachers need more than a collection of teaching methods. They need to understand learning. Knowing how people learn increases a teacher’s intentionality, the capacity to design instruction that fits both the material and the learners.
What, then, are some basics of learning that every school leader and teacher should know? Here are three starter principles.
(Read the full post here).
TweetDon’t prepare your kids for the future…
The following question was tweeted today: “Classroom of the Future” “Classroom for the Future” “21st Century Classroom” “Digital Learning?” Which sound better? Any other suggestions?” My suggestion would be “The classroom for today.” Teachers should not teach kids skills that they will need in the future. Chew on that for a second. Learning occurs because kids can connect what is being taught to a previous experience and apply it to current experiences. They don’t hold on to something hoping that someday they will find some use for it. Their brains relinquish what is not immediately usable, and implant what they can use immediately. When a student teacher plans a unit, one of the questions I ask is how can they use the skills in this unit “today.”
"— Don’t prepare your kids for the future… | Blogush
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