Hartwell, The Educators University’s Post

. Many moons have past since I darkened the threshold of a public school. I dare say that I might not recognize many of the changes present there as rotary dial phones, and morning newspaper delivery were ever present at that period of our history. Yes, I am that old. There is one facet of the public education that persists, and it is the “Hidden Curriculum.” The hidden curriculum is the moral atmosphere that is a component of every school, (Santrock, 2020). This atmosphere of moral guidance is created by the rules, and the moral orientation of the teachers and the staff of the school, (Santrock, 2020). Classroom rules, and the interactions with peers also transmit moral guidance amongst the student body, (Santrock, 2020). Schools play a significant role in installing a moral/behavioral ethic in the student body of any given school. Lest we forget that it truly does take a village to raise a child. We need to see that public education not only teaches our children the three R’s it also is a valuable mechanism in socializing our children and our future. The teachers and staff of our places of learning deserve our respect and support. Santrock, J. W. (2020). A topical approach to lifespan development, (9th ed.). McGraw-Hill Education

In this article from 2019... "I first look at how the state of California defines teacher and administrator expectations. This is followed by looking at how admin and teachers juggle so many responsibilities with limited time and a variety of energy levels. Finally, I look at how responsibility and trust relate before finally looking at how admin and teacher expectations overlap in ways that may build a better basis for communication of roles and responsibilities." Read the Full Article Here -- https://lnkd.in/gQse7gJ This article, "Bridging the Admin-Teacher Gap", explores the evolving responsibilities and relationships between administrators, teachers, and students in schools. Initially, roles are clearly defined—administrators provide resources while teachers prepare for students. However, as teacher-student relationships develop, complexities emerge often blurring those pre-existing roles and straining communication. The article highlights California's expectations for teachers (TPEs) and administrators (CAPEs) and examines how both groups struggle with limited time and energy. Trust is built through shared responsibility, open communication, and recognizing overlapping roles, particularly in instructional leadership and student engagement. Ultimately, fostering collaboration between teachers and administrators is crucial for creating a positive learning environment focused on growth and motivation rather than mere compliance.

💡Yes, you can apply the #MTSS framework to adult learners! Make sure to include these three 🅿️'s for effective staff development this summer... #ProfessionalDevelopment #SchoolLeaders #K12 https://hubs.la/Q02yc0f80

Some in the public may not realize just how hard school board trustees work. Their service is a tireless devotion to continuous improvement. “As Superintendent, I believe education is the cornerstone of our community, an investment in our children's future and the bedrock of societal progress. In this endeavor, the role of our school board trustees is paramount. Their decisions shape the educational landscape, directly impacting our children, educators, and, by extension, every taxpayer, parent, and resident in our district both now and for future generations. But what empowers these trustees to make informed, effective decisions? The answer lies in their ongoing commitment to professional development.”… Read the full article here: https://lnkd.in/g-wzbG_4

As a second-time graduate student of Troy University, I am now pursuing my masters in Adult Education - Curriculum & Instructional Design. I recently completed my Foundations of Adult Education course and I throughly enjoyed creating my personal philosophy of adult education. I have made note of some of my favorite excerpts below: ·     If I had to describe knowledge, it would be an internal resource for individuals that is idiosyncratic to their being. ·     The role of education is to enhance the lives of those who seek it. Education is influential in such a sense that it can change the trajectory of someone's life. ·     The purpose of adult education is to dispense esteem and self-actualization. Assuming that the first three hierarchies of needs have been met: physiological, safety, and love and belonging, adult education can have a phenomenal impact on a learner and educator's esteem and self-actualization. ·     My primary drive in adult education is to impact learners significantly so that they are equipped to be victorious. This means I am dedicated to being knowledgeable of and in adult education to provide learners with excellent experiences. ·     My personal experiences have tremendously impacted my philosophy of adult education. Being an adult learner, maneuvering in the professional world, and being an educator to children and coach to adults have all given me distinctive exposure to what it is like to be on all sides of the spectrum when approaching adult education. While I continue my studies, I am ecstatic to explore the world of adult education to further my expertise and experiences.

“It’s also helped me reflect on my own teaching practice. I have to consistently ask myself the question, ‘Why are we actually doing this?...Are we doing it because it’s best practice? Are they quality questions that both meet the objective and deepen student thinking?’” -Evie Beall-Cottrell, social studies teacher, mentor teacher, and Learning Science Consortium participant. For many new teachers, the transition from an educator-preparation program into their first years of teaching can be overwhelming. That’s why having a strong pre-service to in-service support system, with mentor teachers like Beall-Cottrell, is crucial in building their efficacy and confidence, both in the early years and in the long-term. Through the Learning Science Consortium, in partnership with Frederick County Public Schools and Hood College, we’re making sure that every aspiring and novice teacher receives the quality, evidence-based instructional support system they need to engage all students in rigorous, affirming learning experiences. Hear more from Beall-Cottrell, teacher-candidate Jazmin Colon, and other participants in the Consortium to learn about the community-wide impact of this critical work: https://lnkd.in/gzsKbd-Q

A quality learning environment is built on the foundation of teacher education. In addition to teaching, a well-prepared teacher inspires, encourages, and mentors their students toward both academic success and personal development. Investing in teacher education has many benefits. First, it enhances teaching quality, creating a classroom full of creatives and high critical thinkers. This will help the students to have a strong foundation and will enable to adapt and manage the complex world today. Second, empowering our educators is as important as empowering the students— if we give enough resources, trust, and confidence on our teachers, they can become instruments of fostering a high caliber learning among students. Lastly, it massively elevates the reputation of the teaching profession— a very important factor in education excellence. This discussion should have been there ever since. We are in the process of creating new young minds and educators are the main reason why children of today are very much knowledgeable and globally competitive. If we focus on investing on teacher education, we are committed to the holistic growth of the whole community. Is a strong foundation in pre-service training enough as what was suggested, or should there be more emphasis on ongoing professional development for teachers? Comment your thoughts below! https://lnkd.in/gBXke8mQ

ISBE has just released a "Getting Started Toolkit" to guide everyone--educators, policymakers, and community members--through the ways in which the new Illinois Comprehensive Literacy Plan can be implemented. Here's a link to that toolkit here: https://lnkd.in/ghenWWgF There's so much helpful guidance in this toolkit! Information on: Legislation Implementation processes Screening information Tools and resources And so much more! I'm really excited to see how comprehensive the Literacy Plan is and also excited to see it moving forward with all stakeholders in mind. One common question I keep getting from principals is regarding curriculum options. ISBE does NOT endorse specific programs or resources (lessons we learned from Reading First) but does provide a Curriculum Evaluation Tool you can find here: https://lnkd.in/geYn8i73 😃 "The Illinois Comprehensive Literacy Plan's Getting Started Toolkit is more than just a collection of documents; it is a roadmap for transforming literacy education across the state. The toolkit offers detailed guidance tailored to each stakeholder, thus ensuring that policymakers, educators, and families are equipped to play an active role in achieving literacy for all. As this initiative unfolds, it promises to make a significant impact on literacy outcomes, setting a strong foundation for lifelong learning and success." I can't wait to help Literacy Leaders successfully move forward with this plan! 😃

Education Minnesota, one of the founding partners of ELP, has a teaching shortage that is aligned with the US average. The Professional Educator Licensing and Standards Board surveyed school districts and 84% reported that they are moderately to severely affected by the teacher shortage. The substitute teacher shortage is worse at 89%. On top of that, they conducted a study with the Minnesota Department of Education and found that more than 20,000 people in Minnesota who are licensed to teach are not in the teaching profession. At the end of the day, the students are the ones who bear the brunt of this crisis, especially those who need the most support. Title I schools and special education students suffer from the most acute teacher shortages. But here’s the good news: As a founding partner of ELP, Minnesota has seen firsthand the impact of our professional support model. Melissa Del Rosario, an Education Issues Specialist at Education Minnesota who recruited New Teachers and experienced teachers to participate in ELP this year, shared some heartening statistics: 100% of New Teachers from Minnesota remained in teaching from year one to year two of the pilot program. 90% of New Teachers attributed their growth to their Virtual Instructional Coach. 85% of New Teachers reported they were happy with their choice to become a teacher. And 97% of all ELP pilot participants stayed in the teaching profession. Because Minnesota is a largely rural state, Melissa said they decided to focus their recruitment efforts for this school year on districts without a mentoring or coaching program already in place. “Smaller districts don’t have the resources to provide mentors,” she explained, “and every single New Teacher who is participating this year had zero opportunities to connect with a mentor or coach.” This is why we are currently working hard to expand ELP and bring it to more districts in the Midwest. To learn more about our efforts, read more in our latest blog post: https://buff.ly/3tnhqhP #education #teacher #educatorsleading #theprofessionofteaching #newteacher

In the intricate tapestry of education, the involvement of the entire school community in planning and decision-making is not just a principle; it is the heartbeat that sustains a thriving learning environment. Every thread, from educators to parents, students to support staff, contributes unique perspectives that enrich the fabric of educational initiatives. The collaborative synergy encapsulates diverse experiences, fostering a comprehensive understanding of the challenges and aspirations that shape our educational landscape. Engaging the entire school community in decision-making cultivates a sense of shared responsibility and collective ownership. Teachers bring insights from the frontlines of pedagogy, parents offer invaluable glimpses into the home-front dynamics, and students provide the pulse of their own learning needs. This holistic approach not only aligns strategies with the evolving needs of learners but also fortifies a sense of unity and purpose within the institution. In the tapestry of education, each stakeholder is a vital strand, weaving a narrative of collective empowerment and educational excellence.