Teacher Voices - Profiles
As Education Week reporters in 2010 investigated the critical challenges involved in improving the quality of teacher professional development and in-service training, they collected compelling stories from classroom teachers about their experiences, both good and bad. The mini-profiles here are meant to provide insight, but not to serve as representative examples of the districts in which they teach or programs in question. Their diverse experiences highlight the challenges districts face in providing high-quality training matched to each teacher’s needs.
|Lows, Highs, and Hopes A New York City teacher hopes "inquiry groups" in her school will replicate her best professional-development experience. Read profile >|
|Slowing the 'Revolving Door' Collaboration time for teachers has helped to focus instructional efforts, a Lexington, Mass., teacher says. Read profile >|
|From Redundancy to Relevance A Baltimore teacher says that the quality of professional development improved over three years. Read profile >|
|On His Own Isolation and anti-intellectualism are obstacles to improving training, an Arlington, Va., teacher finds. Read profile >|
|Building a Scaffold A program provides much-welcomed support for teachers to “scaffold” instruction for English-learners, an Austin, Texas, teacher says. Read profile >|
To return to the report, "Professional Development: Sorting Through the Jumble to Achieve Success," go here.
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- Chief Academic Officer
- The Partnership for Inner-City Education, New York, NY
- Supervisor, Secondary Literacy Instruction
- Montgomery County Public Schools, MD
- Plainfield Director of Special Services
- New England School Development Council, Meriden, NH
- Executive Director for EdReports
- Koya Leadership Partners, Boston, MA
- Principal Highland Park High School
- Township High School District #113, IL