With a convergence of research around the Science of Reading, educators recognize that there needs to be an evolution in how it’s taught. But despite understanding that literacy education needs to change, teachers still face many challenges.
The number of students with disabilities in U.S. schools is growing. Yet the number of teachers, paraprofessionals, and other staff qualified and prepared to teach them is declining, leaving special education learners without the services and support they need.
Technology equity has evolved over the years, and we must be open to the needs of tomorrow, next year, and five years down the road.
What if you didn’t give your students a science problem to solve with specific tools that lead them to a desired response, but instead gave them a data set, questions to guide their investigation, and the choice of means to shape their analyses?
A recent edLeader Panel, “Utah Spotlight: A ‘State’ of Alignment,” featured a panel of experts that included Rick Gaisford, Education Specialist, Education Technology and the SETDA Chair Elect, Utah State Board of Education; Melanie Durfee, Ph.D., Education Specialist, Digital Teaching & Learning, Utah State Board of Education; Nancy Mangum, Director of Learning Partnerships, Leading EDge Learning; Theresa Gibson, Director of Operations, Leading EDge Learning; and Darren Hudgins, Founder and CEO, Think Do Thrive.
edWeb recently presented a PD in Action edLeader Panel entitled, “All-in-One Virtual Professional Learning to Support Your Whole Staff,” hosted by Melissa Hodgson, Manager of Professional Learning at edWeb, and Dr. Robin Knutelsky, Director of Curriculum, Instruction, Assessment, and Human Resources at Northern Highlands Regional High School (NJ). The purpose of the presentation was to share with educators how to create a robust system of support for their entire staff through virtual professional learning.
Marking papers, preparing lesson plans, and completing paperwork are among the many hours-long tasks teachers tackle that trump efficiency and can have a professional toll, with burnout and turnover topping the consequences.
A recent edWebinar by edWeb featured a presentation from Princeton Public Schools in New Jersey about the benefits of teacher autonomy and professional learning. The presentation was led by Sarah Moore, the Supervisor of Elementary Education, Dr. Kimberly Tew, the Assistant Superintendent of Curriculum and Instruction, Lauren Samara, an instructional coach, and MaryEllen Wallauer, a K-2 Instructional Coach.
While giving all students access to high-speed internet and a working computer are strong steps towards creating equitable learning opportunities, there’s one area schools often miss: technical assistance for students with learning differences.
How to balance student outcomes with budgets is a challenge for district leaders. It is especially true regarding smart IT decisions impacting all school district aspects.