Hartwell, The Educators University’s Post

To All My Fellow Educators And School Leaders Are you finding it challenging to shift your teachers’ mindsets so that they deliver instruction that makes a real difference with your students?  Do you want your teachers to experience success with your students that they are desperate for?  Do you have teachers that just need that additional push to realize their greater potential? Do You Know A Teacher 1) Who is frustrated with producing average results, despite putting a great deal of time and effort into their students?  2) Who wants to reignite or expand his/her passion, purpose and fun for teaching?  3) You would like to train and develop further as model teachers for the rest of your teaching staff?  Join and/or Have Your Teachers Join Edward on Tuesday March 26, 2024 @ 6:30 PM Eastern (3:30 PM Pacific) or Saturday March 30, 2024 @ 11:00 AM Eastern (8:00 AM Pacific) for a FREE webinar, where you/they will learn strategies that can set your teachers on a path  towards becoming a top master teacher.  Click HERE to register for this free transformational event:  https://lnkd.in/gCGKBikx Topic: “Key Shifts of Master Teachers that Separate Them From Average Teachers” Edward has been a teacher and school leader in the Bronx for over 25 years, reaching and positively impacting some of the most challenging students and getting them to achieve significant success.  His goal is to share the mindsets and approaches of master teachers and his specific “in-the-field” strategies that produced real results with his students. He hopes to help as many teachers as he can expand the positive ripple effects they have on their students.  Teachers will discover from Ed specific mindset shifts, distinctions and experiences not available to them in graduate education courses, nor professional development workshops.  Ed is also a life strategist, education coach, having published his own personal fulfillment book, The More We Become. In this first time and rare free webinar, Ed will address #1 What are the key shifts that separates the Master Teacher from the average(even above average) teacher? #2 How can teachers make high expectations work for their students? #3 How can educators reignite or expand their passion, fun and meaning for teaching? #4 What is a Master Teacher?  What are some secrets of Master Teachers?  In addition to the above insights, all attendees will receive a tool that will deepen their larger purpose for “Why We Teach.” Come join Ed on Tuesday March 26, 2024 @ 6:30 PM Eastern or Saturday March 30, 2024 @ 11:00 AM Eastern (8:00 AM Pacific)  Don’t miss this rare opportunity to help your teachers take their impact to the next level and make a profound difference with your students!  Click HERE  to register for this career defining and teacher shifting event. https://lnkd.in/giWvszv7

I am teaching a course about the roles of advisor, coach and mentor in adult education. As I searched for supporting literature, I came across several non-academic websites that differentiated teaching and training from these other helping roles in ways that almost offended me as an adult educator. Some explanations simplified the role of the teacher or trainer and some implied it is one-directional, focused on transmitting new knowledge and skill development. My view is that the role of the adult educator encompasses both teaching and helping responsibilities. We do what is required to help our learners reach their goals. I like how Robertson (1996) described adult educators as ‘facilitators of learning’ and Brookfield (1990) described them as ‘helpers of learning.’ “The fundamental reason for teaching is to help someone learn something. Anything you do that contributes to this purpose is skillful teaching, no matter how much it may depart from your traditional expectations about how teachers are supposed to behave” (Brookfield, 1990, p. 209). Taking this one step further, I suggest that our purpose as adult educators is to help our students both learn and develop. Learning and developing doesn't always have to involve traditional teaching or training approaches, but it does require establishing an effective helping relationship. A helping relationship in adult education may involve mentoring, tutoring, advising, individualized or facilitated group coaching, and more. Essentially, effective adult educators create relationships that facilitate the learning and development of others. Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass. Robertson, D. (1996). Facilitating transformative learning: Attending to the dynamics of the educational helping relationship. Adult Learning Quarterly, 47(1).

What comes to mind when you hear the term “educator”? The role of an educator is evolving rapidly in a world where change is the only constant. 🌍 Here are some reflections on the changing landscape of education and the role of educators today: - Educators are no longer just information providers; they are now facilitators of critical thinking and cognitive skills. 🤔 - The modern educator must embrace fluidity and diversity in the learning environment to nurture adaptive and independent learners. 🌟 - Learning is not confined to classroom walls anymore; it's a lifelong journey guided by empowerment and self-discovery. 🌱 - In a world of overwhelming access to information, educators are now champions of information literacy and transversal thinking. 📚 - The responsibilities of educators extend beyond teaching to listening, learning, and fostering dialogues around equity, diversity, and inclusion. 🌈 How do these shifts in education resonate with you? Share your thoughts and experiences on the changing role of an educator. 💬✨ https://lnkd.in/ecf7c2V8

As a teacher or facilitator, one of the most crucial elements is building a strong, heartfelt relationship with your learners. This bond creates an environment where students feel safe to open up, trust you, and believe in your guidance. I am a pragmatist who believes that learning should be centered on the learner, allowing them to explore the world around them with curiosity and confidence. Such exploration is only possible when a strong, supportive relationship exists, ensuring that learners feel emotionally, physically, and psychologically cared for. Having spent a decade in the teaching field, I have experienced the profound impact of these relationships. Many of my former students, now in universities, medical schools, and other higher institutions, still reach out to me. This ongoing connection is something I hold dear and view as a privilege. It reflects the deep trust and respect we cultivated over the years. I want to share two key practices that have helped me build these meaningful connections: 1. Regular Communication: - I dedicated time to listen to my students, visit them, and call them once a week. This regular communication showed them that I genuinely cared about their well-being and progress. When they were students, I also engaged with their parents, building a supportive network around each learner. During vacations, I encouraged them to read and stay engaged academically. We even had movie nights where they would watch films and write summaries for me, fostering a fun yet educational bonding experience. This consistent interaction helped them feel valued and heard. 2. Encouraging Open Discussion: - In my class, we had a segment called "Who is Right, Who is Wrong," where we discussed current topics in the media. Students debated and expressed their views without fear of judgment, developing their speaking skills and confidence. This practice not only honed their critical thinking but also showed them that their opinions mattered, creating a space where they could speak freely and authentically. The strong bond we built enabled my students to see me as a trusted leader, facilitator, and teacher. Knowing that I could meet their needs, they began to respect me deeply, making learning a collaborative and enriching experience. This mutual respect and trust made it easier for them to grow and develop, both academically and personally. I urge every teacher to strive for such strong relationships with their learners. Building trust and genuine connections makes all the difference, fostering an environment where students can truly thrive. Below is students of Sandema Senior High School in Upper East Region watching “King Richard” 22nd March 2022. #TeachingWithHeart #BuildingConnections #LearnerCenteredEducation #EmotionalSupportInLearning #FosteringTrust #OpenCommunication #StudentEngagement #TeacherAdvice #EducationalGrowth #InspiringEducators

The need for high-quality, meaningful professional development has never been greater given the teacher shortage and post-pandemic impact on students and educators. Is your school/district making this a priority? #education #teachingandlearning #publiceducation #publicschools #eduleadership #professionaldevelopment

In this era when day schools are struggling to keep teachers in their classrooms, school leaders must encourage and empower teachers to achieve their own professional growth. DEEP Consortium Program Manager David Farbman, The Epstein School Elementary School Principal and Associate Head of School David Welsher, and Epstein School Head of School David Abusch-Magder dive into the critical role that professional development plays in keeping teachers motivated and engaged. Using the Epstein School as a case study, this article outlines five key strategies that have transformed isolated professional development activities into a thriving culture of professional learning. Read more in this Prizmah:CJDS Hayidion Journal article, Professional Learning for Teacher Retention: https://lnkd.in/e8aWQMpB

𝗥𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗳𝗿𝗼𝗺 𝒕𝒉𝒆 𝑰𝑩𝑶 𝒂𝒏𝒅 𝗢𝘅𝗳𝗼𝗿𝗱 𝗨𝗻𝗶𝘃𝗲𝗿𝘀𝗶𝘁𝘆 𝗵𝗮𝘀 𝗶𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗲𝗱 𝗮 𝘃𝗶𝘁𝗮𝗹 𝗰𝗼𝗺𝗽𝗼𝗻𝗲𝗻𝘁 𝗼𝗳 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝘀𝘂𝗰𝗰𝗲𝘀𝘀: 𝘁𝗵𝗲 𝘄𝗲𝗹𝗹-𝗯𝗲𝗶𝗻𝗴 𝗼𝗳 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀. This research points to the importance of emotional and psychological support for educators, which can significantly influence both their professional performance and the well-being of their students.   𝗘𝗺𝗼𝘁𝗶𝗼𝗻𝗮𝗹 𝗜𝗻𝘁𝗲𝗹𝗹𝗶𝗴𝗲𝗻𝗰𝗲 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗲𝗺𝗲𝗿𝗴𝗲𝘀 𝗮𝘀 𝗮 𝗽𝗮𝗿𝘁𝗶𝗰𝘂𝗹𝗮𝗿𝗹𝘆 𝗲𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝘁𝗼𝗼𝗹 𝗶𝗻 𝘁𝗵𝗶𝘀 𝗰𝗼𝗻𝘁𝗲𝘅𝘁. EI encompasses the ability to understand and manage one's own emotions, as well as the emotions of others. For teachers, strong emotional intelligence can lead to better stress management, improved relationships with students, and more effective classroom management—all of which contribute to greater job satisfaction and performance.   𝗜𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗶𝗻𝗴 𝗘𝗜 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗶𝗻 𝘀𝗰𝗵𝗼𝗼𝗹𝘀 𝗰𝗮𝗻 𝘁𝗵𝘂𝘀 𝗯𝗲 𝗮 𝗸𝗲𝘆 𝘀𝘁𝗿𝗮𝘁𝗲𝗴𝘆 𝗶𝗻 𝗲𝗻𝗵𝗮𝗻𝗰𝗶𝗻𝗴 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝘄𝗲𝗹𝗹-𝗯𝗲𝗶𝗻𝗴. By equipping teachers with the skills to handle the emotional demands of their profession, schools can create a more supportive and resilient teaching staff. This training helps educators develop crucial skills such as empathy, self-regulation, and effective communication, which are essential for creating positive learning environments.   Moreover, teachers skilled in emotional intelligence are better prepared to foster these abilities in their students, contributing to a more supportive and emotionally healthy classroom atmosphere. 𝗧𝗵𝗶𝘀 𝗻𝗼𝘁 𝗼𝗻𝗹𝘆 𝗶𝗺𝗽𝗿𝗼𝘃𝗲𝘀 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗼𝘂𝘁𝗰𝗼𝗺𝗲𝘀 𝗯𝘂𝘁 𝗮𝗹𝘀𝗼 𝗲𝗻𝗵𝗮𝗻𝗰𝗲𝘀 𝘁𝗵𝗲 𝗼𝘃𝗲𝗿𝗮𝗹𝗹 𝘀𝗰𝗵𝗼𝗼𝗹 𝗰𝗹𝗶𝗺𝗮𝘁𝗲, 𝗺𝗮𝗸𝗶𝗻𝗴 𝘀𝗰𝗵𝗼𝗼𝗹𝘀 𝗵𝗲𝗮𝗹𝘁𝗵𝗶𝗲𝗿 𝗽𝗹𝗮𝗰𝗲𝘀 𝗳𝗼𝗿 𝗯𝗼𝘁𝗵 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗮𝗻𝗱 𝘀𝘁𝗮𝗳𝗳.   𝗜𝗻𝗰𝗼𝗿𝗽𝗼𝗿𝗮𝘁𝗶𝗻𝗴 𝗘𝗜 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗶𝗻𝘁𝗼 𝗽𝗿𝗼𝗳𝗲𝘀𝘀𝗶𝗼𝗻𝗮𝗹 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁 𝗽𝗿𝗼𝗴𝗿𝗮𝗺𝘀 𝗳𝗼𝗿 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 𝗰𝗼𝘂𝗹𝗱 𝘁𝗵𝗲𝗿𝗲𝗳𝗼𝗿𝗲 𝗯𝗲 𝗮 𝘀𝗶𝗴𝗻𝗶𝗳𝗶𝗰𝗮𝗻𝘁 𝘀𝘁𝗲𝗽 𝘁𝗼𝘄𝗮𝗿𝗱 𝗶𝗺𝗽𝗿𝗼𝘃𝗶𝗻𝗴 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗼𝘂𝘁𝗰𝗼𝗺𝗲𝘀. 𝗕𝘆 𝗽𝗿𝗶𝗼𝗿𝗶𝘁𝗶𝘀𝗶𝗻𝗴 𝘁𝗵𝗲 𝗲𝗺𝗼𝘁𝗶𝗼𝗻𝗮𝗹 𝘄𝗲𝗹𝗹-𝗯𝗲𝗶𝗻𝗴 𝗼𝗳 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀, 𝘄𝗲 𝗶𝗻𝘃𝗲𝘀𝘁 𝗶𝗻 𝗮 𝗳𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗮𝘀𝗽𝗲𝗰𝘁 𝗼𝗳 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗲𝘅𝗰𝗲𝗹𝗹𝗲𝗻𝗰𝗲, 𝘂𝗹𝘁𝗶𝗺𝗮𝘁𝗲𝗹𝘆 𝗯𝗲𝗻𝗲𝗳𝗶𝘁𝗶𝗻𝗴 𝘁𝗵𝗲 𝗲𝗻𝘁𝗶𝗿𝗲 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗰𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝘆. #IBO #teacherwellbeing #EI #studentoutcomes #educationaexcellence #professionaldevelopment #teachertraining

❌ irrelevant ❌ low quality ❌ insufficient When done well, professional development should inspire, energise and sustain.  We've worked with over 500 schools to help CPD Leads start with a deep understanding of need, and then design and implement staff development strategies that have impact on both teachers and pupils. Talk to us to find out more and create meaningful pathways so that CPD has the impact it should #makeCPDcount #expertschools

#TuesdayCoachingCycles Read this article from #IJMCE that explores the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, and what support can be adopted to enhance teaching and learning bit.ly/3Sl11mt @uofcincy.