Submitted by Lynn Russo Whylly on Tue, 08/06/2013 - 9:05am
Change is hard. Trying new things engages a fear of the unknown that makes most people uncomfortable. Here, Liz B. Davis, director of education technology at Belmont Hill School (Boston, Mass.), discusses ways she has found success managing resistance to change.
Submitted by Lynn Russo Whylly on Thu, 08/01/2013 - 9:08am
Kathy Payne says a commitment to improving education means acknowledging that teachers no longer hold the key to all the answers. The former special education teacher of 12 years and current Director of Education Leadership for State Farm sat down with the Huffington Post at the Aspen Ideas Festival to talk about the evolving role of teachers.
Submitted by Alison DeNisco on Tue, 07/30/2013 - 3:59pm
Every teacher strives for the best academic results for pupils in their care, so they can reach their potential and contribute fully to society. Yet some teachers are concerned that the drive for academic attainment is often at the detriment of a balanced and rounded curriculum, accessible to all, and one which prepares pupils to be socially and emotionally resilient.
Submitted by Lynn Russo Whylly on Fri, 06/28/2013 - 12:51pm
A central office committee chose Patricia Mann, an instructor at A.I. Prince Technical High School in Hartford, Conn. out of 16 state finalists who were the respective teachers of the year at technical high schools across the state.
Submitted by Lynn Russo Whylly on Thu, 06/20/2013 - 3:28am
Acknowledging that the nation’s educators face large challenges in preparing students for more rigorous academic standards and tests, Secretary of Education Arne Duncan told state education officials on Tuesday that they could postpone making career decisions about teachers based on performance evaluations tied to new tests.
Submitted by Lynn Russo Whylly on Thu, 06/06/2013 - 4:17pm
Many elementary students' math performance improves when their teachers collaborate, work in professional learning communities or do both, yet most students don't spend all of their elementary school years in these settings, a new study by UNC Charlotte researchers shows.