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.
Get more stories and free e-newsletters!
- School Based Therapist
- Okanogan Behavioral HealthCare, Omak, WA
- Eugene School District 4J, Eugene, OR
- Southeast Polk Community School District, Pleasant Hill, IA
- Program Officer, Teacher Development
- Knowles Science Teaching Foundation, Moorestown, NJ
- Multiple Positions
- Township High School District 113, IL