Evergreen Center’s Post

"If district leaders want to see consistently positive outcomes, they need to offer summer programs with sufficient instructional time. Research suggests those programs should be greater than three weeks, with at least three hours of instruction per day." The research team at NWEA recently dug into studies on effective summer programs. Here are the key takeaways they found for education leaders: http://spr.ly/6003cbO3Z

Transform Your Student Engagement and Attainment with LCG Schools Attention Senior Leaders: As September approaches, are you ready to tackle the challenge of engaging hard-to-reach students and boosting attainment? At LCG Schools, we understand that traditional approaches may not always be enough. That’s why we offer a tailored solution to support your mainstream delivery and elevate student outcomes. Why Choose LCG Schools? 🌟 Expert Guidance: Our inspirational instructors are dedicated professionals who excel in connecting with and motivating young learners who might struggle in mainstream settings. 🔧 Customized Solutions: We provide innovative alternative academic and vocational training programs designed to meet the unique needs of disengaged students, helping them thrive and achieve their full potential. 🤝 Decades of Experience: With years of proven success in transforming student engagement and attainment, our approach is tried and tested to deliver real results. 📈 Enhanced Attainment: Partner with us to see tangible improvements in student involvement and academic performance, ensuring that every student has the opportunity to succeed. Ready to make a change? Discover how our specialized programs can make a difference in your school. Learn more at LCG Schools or explore our alternative academic and vocational training options at Learning Curve Group. Empower your students with the support they need to excel. Contact us today to get started! Learning Curve Group MPCT Schools #engagement #attainment #secondaryschool #primaryschool #education #daretobedifferent #daretobebold #daretobeyou

*What is my vision for gifted education?* To be assimilated into the current education system for all to benefit. *What are my ideal goals of gifted education?* -To meet the needs of learners by recognizing and valuing their innate qualities. -To provide the space and tools to allow the deep personal impulse or drive of learners to emerge. -To provide opportunities for learners to explore, learn how to manage and cope with their intense feelings. -To help learners find meaning and investigate the issues that arouse them so passionately. -To help learners articulate their beliefs as they begin to form their life vision and the realities of the possibilities that may be open to them. -To foster basic respect for humanity, awareness of our global interdependence and commitment to service. -To provide opportunities for learners to acquire the skills of change management and to have real experiences that lead them ultimately to the all-important realisation that one individual CAN make a difference.

This article argues that empowering teachers through trust, collaboration, tailored professional development, and teacher leadership is crucial for creating engaging learning environments and improving student outcomes in a post-pandemic educational landscape. Key Takeaways • Restoring teacher agency is essential for effective education and positive student outcomes. • School leaders must balance teacher autonomy and accountability. • Trust building and collaboration are vital for empowering teachers. • Tailored professional development is crucial for teacher growth. • Teacher leadership within schools and districts should be prioritized. • Valuing educator expertise and leadership is key to shaping the future of education. • Empowering teachers leads to clear goals, supportive feedback, and ongoing professional learning for improved student results. Davis, C. (2024). Empowering teachers: Cultivating agency in a post-pandemic educational landscape. Journal of Educational Research and Practice, 14(1), 276–285. https://bit.ly/3XDP3Hb https://bit.ly/4eHaCxH

Here are a few observations I have made while working in Higher Education: 1. Some "Professionals" really aren't professional in any way...at all. 2. Just because people possess numerous degrees and serve in leadership capacities, while holding great titles or positions does not mean that they know how to lead, can develop people, are capable, competent, or effective at their jobs, or can think critically. In some cases people are in leadership due to good connections. 3. The system of higher education must find better ways to utilize and develop their younger staff. Younger professionals are the future of higher ed and they have a myriad of interesting ideas, remarkable solutions, and valuable insights that can propel institutions forward. 4. Higher Education has so much opportunity for innovation, creativity, and numerous chances to become (and remain) relevant. It just doesn't use it. 5. In higher education, mentorship and advocacy are the keys to advancement.

Whew! These past few weeks have been a rollercoaster ride; it is safe to say it was all worth it. I finally got this notification by email today about my completion of this course, as I was awaiting grading for it. I even did a little victory dance when I saw the emails. 😅 Completing this was not an easy task, hence my excitement to share that I have successfully passed the "Leading for Equity, Diversity, and Inclusion in Higher Education" course offered by the University of Michigan through Coursera. 🔥🌟 The personal learning experience that I had provided me with new knowledge and skills necessary for success in the development of higher education initiatives. The ability to build inclusive workplaces and implement equity policies will enable me to lead others with more honesty and compassion. This achievement symbolizes my commitment to cultivating inclusive, diverse communities where everyone can reach their full potential, with every voice heard. The use of these concepts in my career means a lot to me, and I will explore these notions in more detail. Here's to integrating inclusion, marking differences, and altering higher education! Cheers! 🥂

Insightful report from SREB.org on teacher employment longitudinal trends and turnover/retention across 2 states (KT/TN). Excerpt: “Local education leaders should be equipped to support new teachers with proven methods like teacher mentors, support staff, professional learning and lighter workloads in their first years on the job. Education and policy leaders can also address and support the quality of school-building leaders. Teachers identify the primary reason for leaving the profession as the influence of the leaders in their building…”

"Empowering Educators: The Key to Global Learning Success" Collaboration and investment in professional development are crucial for today's educators. As John Dewey wisely stated, "Education is not preparation for life; education is life itself" (Dewey, 1915). In our rapidly evolving global landscape, teachers must continually adapt their skills and knowledge to meet diverse student needs. By fostering collaboration, educators can share best practices and innovative ideas, enhancing education quality. Professional development opportunities empower teachers to stay current with emerging pedagogies and technologies, ensuring effective and engaging learning experiences. As we face complex educational challenges, investing in our teachers' growth is essential for preparing the next generation of global citizens. Paulo Freire reminds us that "Teaching is not transferring knowledge; it is creating the possibilities for the production or construction of knowledge" (Freire, 1968). At The Global Educators Hub, we believe in nurturing this transformative power of education through collaboration and continuous learning. #EducatorCollaboration #ProfessionalDevelopment #GlobalEducation #TeacherGrowth #21stCenturyLearning #ContinuousLearning #TeacherEmpowerment

S4S The School 4 The Schools: An Effective Leadership in Challenging Times Project number: 2022-1-IT02-KA220-SCH-000089769 Project Duration: 01.11.2022 – 30.04.2025 (30 month duration) The School for Schools is a project based on the idea of developing transferable educational leadership competence.Project objectives are: ·      to make teachers competent to function effectively and manage and positively influence their students, to take responsibility for sharing in decision-making relative to institutional issues; ·      Encouraging teachers to self-direct their students and educational growth; ·      Guiding teachers to promote in students and education professionals the skills to respond effectively to student differences by promoting an advanced understanding of human development; expecting and respecting diversity among individuals in educational settings; promoting understanding and respect for all members of the educational community; helping students, stakeholders, and colleagues develop a global perspective; ·      Providing mentoring for students and colleagues. Target group: ·      High school teachers ·      Pupils aged 14-19 years ·      Primary and secondary school teachers, headteachers, and school staff in general Vet teachers and students with few opportunities https://s4s.erasmus.site/

At the campus level, how can we support new teachers and boost teacher retention? Here are some thoughts from Dr. Anthony Muhammad’s book “Transforming School Culture” 🔽🔽🔽 “Teachers – even those in the most demanding settings – are far more likely to remain in their positions when they feel supported by administrators, have strong bonds of connection to colleagues, and are aggressively pursuing a collective vision for student learning about which they feel passion and commitment. “Teachers’ connections to the profession and to their schools are also strengthened when they feel they possess the content knowledge, instructional skills, and technological tools to meet the challenges of standards-based education and increasingly diverse classrooms.” - National Staff Development Council HOW THEN DO WE RESPOND AS SCHOOL LEADERS? “Good teaching thrives in a supportive learning environment created by teachers and school leaders who work together to improve learning – in short, quality teaching requires strong, professional learning communities. Collegial interchange, not isolation, must become a norm for teachers.” - National Council on Teaching and America’s Future The era of isolation is over. True collaboration through the work of a Professional Learning Community is the key to supporting & retaining great teachers.