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Teachers want support in developing innovative classroom practices. Approximately, $18 billion is spent annually in the US on PK-12 professional development. The average teacher spends 89 hours per year on professional learning activities mostly directed by districts. Yet the majority of teachers report that too many professional development offerings are not relevant, not effective, and not connected to their core work of helping students learn. A variety of teacher practice networks have sprung up in response to this. Join, Liz Ramos, one of 20 teacher leaders supporting a community of 300 Social Studies teachers nation-wide in the Constitutional Rights Foundation’s Teacher 2 Teacher Collaborative. Liz and other teachers in CRF’s TPN will chat about how teachers can expand their practice networks, connect with like-minded colleagues, and energize their innovative practices.
Q1 What networks do you use to find instructional resources and digital tools to support your growth as a teacher?
Q2 Which do you personally prefer F2F (in person) learning or Online (asynchronous) Learning? Why?
Q3 How well has your school/district prepared you to implement college and career-readiness standards?
Q4 How often does your school/district utilize mini-lesson studies, video-peer coaching, lesson plan critiques, analysis of student work, and online discussion of related research and articles in PD?
Q5 How often have you worked with teachers from other schools and districts learning new pedagogical practices?
Q6 What organizations do you use for Online Learning (OL) to support your growth as a Social Studies teacher?
Q7 How can teacher practice networks strengthen ties with local/state/federal organizations to sustain teacher leadership?
Q8 How do teacher leaders know when they can effectively lead other teachers in collaborative, professional learning?