This is a reprint of an article that originally appeared in Education Week
by Stephen Sawchuk
One thing is immediately apparent when Erica Vuolle teaches: Not a moment of time is wasted.
When she speaks to her class here at the Match Community Day Charter Public School, she expects all students' eyes to track hers. When she poses a question and a student answers it correctly, she asks the child to explain her reasoning. When a student gives an answer that's only halfway complete, she presses him to finish it. When she gives directions, students repeat them back in full, so that expectations are clear.
Mastery Charter and its methods for training and supporting teachers may soon exert greater influence in schools all over the city, a development that promises to cement the organization’s influence on educational practice well beyond its own schools.
The Philadelphia Great Schools Compact is asking the Bill & Melinda Gates Foundation for $2.5 million, some $650,000 of which would pay for Mastery to train teacher coaches to work in District and Catholic schools and other charters.
As teachers gear up to return to schools, the U.S Department of Education is launching Connected Education Month (CEM) in August 2012. Throughout the month, there will be online events and activities designed to help teachers develop skills to enhance their personal learning networks.
Seeking to create a “pipeline” of principals and teachers who are better equipped to deal with the real-world challenges found in Philadelphia’s toughest schools, city education leaders submitted a three-year, $2.5 million grant proposal this week to the Bill & Melinda Gates Foundation.
This guest blog post comes from Dina Portnoy.
Marci Resnick was an elementary school teacher in Philadelphia public schools for more than 20 years before becoming the second director of the Philadelphia Writing Project and later an associate director of the National Writing Project. In 2007, Marci died, much too young, and the Marci Resnick Teacher Fund was established in her memory to honor and support the work of elementary school teachers. The fund awards $500 grants for classroom or school projects that reflect her interest in and devotion to improving learning for young people in elementary school.
We’ve all been there: A mind-numbing, passive professional development session that aims to “fill up” your mind with knowledge and expertise. Quite often, these types of experiences leave you drowsy and uninspired.
Well, there’s a new form of professional development sweeping the nation that aims to change all that. Edcamps are unconferences for educators where learners share their experiences and their professional expertise in a collaborative, interactive learning environment.
This guest blog post is from Christina Cantrill, staff at the National Writing Project and a member of the Philadelphia Writing Project. PhilWP is celebrating its 25th anniversary Saturday.
“Writing today,” say the authors of Because Digital Writing Matters, “is pervasively and generally digital; composed with digital tools; created out of word, image, sound, and motion; circulated in digital environments; and consumed across a wide range of digital platforms.”
What then, does this mean for the teaching and learning of writing?
Kira Baker-Doyle, author of the book The Networked Teacher (and a Notebook member), is hosting a book-release event on Thursday, October 6 at 7 p.m. at the Big Blue Marble bookstore (551 Carpenter Lane, Philadelphia, PA 19119)
Megan Carlson is a second year Teach for America corps member. She worked alongside Tom Ng, who is also in his second year with TFA; Jason Watson; and Samuel Reed of the Philadelphia Writing Project in a weeklong course to prepare incoming 2011 corps members for the realities of teaching in Philadelphia schools. This blog is adapted from The Carlson Salon blog. Megan Carlson wrote the post; it was submitted by Samuel Reed.
I felt humbled when I finished my duties as a teacher assistant for this year's summer bridge course. During the course, facilitators demonstrated creative methods and strategies for teaching, and, more importantly, they encouraged a critical discourse around issues of testing, grading, creativity, race, privilege, and inquiry.
We asked the tough questions and came away with some reflections that will guide our work this school year.