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When Mark MacLean became superintendent of the Merrimack Valley and Andover School Districts in New Hampshire four years ago, he wanted to find an online solution for teacher evaluation that could also link to professional development.

After some research with his leadership team, MacLean found TeachPoint, which offers a Professional Development Tracking Solution that also enables districts to link ongoing professional development with its Educator Evaluation Solution. MacLean decided to use the Evaluation Solution on its own for one year before adding the PD Tracking Solution.

When it comes to professional development, Regina Teat believes building the instructional capacity of every instructor and classroom teacher is the most effective use of time and money of any program, especially using grant funding.

“When the money goes away, the capacity and knowledge through good professional development for the teacher remains,” says Teat, Director of Elementary Education and Title I & II for Dorchester County Public Schools, a rural district located on Maryland’s eastern shore.

Timothy Collier has been teaching high school mathematics for more than 30 years, most of them at McAlester High School in southeast Oklahoma, where he is the department chair. State budget cuts have affected McAlester High School and the district’s eight other schools, especially in the area of professional development for teachers, who were facing shifting state standards in math and science.

School districts know that “sit-and-get” professional development isn’t working and can have extreme consequences, such as high teacher turnover and poor student performance. To combat this, across the country there is an ongoing, rapid evolution of professional development to be more personalized. While change in education is often slow, this long-overdue advancement is quickly taking shape. 

Elementary teachers at Stamford Public Schools in Connecticut, leverage data they gather through observation and evaluation, as well as test scores, to drive classroom math instruction. The technology in their math curriculum, McGraw-Hill Education’s Everyday Mathematics 4®, allows teachers to easily record data and provides detailed reports they use to identify students that might be struggling to master specific state standards, as well as those that are ready for a challenge.

How does children’s play behavior on school and community playgrounds contribute to physical, social, emotional and cognitive development?

The path for raising student performance to meet or exceed the new math standards has proven elusive for many schools and districts. After two, three or more years of flat or declining student performance, some educators are beginning to wonder if their students can ever achieve the new standards.

This web seminar featured educators and administrators who have cracked the code and implemented a new math program, Eureka Math/EngageNY Math from Great Minds, with impressive success in districts large and small.

Jill Diniz

Three years ago, Rob Stratton was seeking a way to simplify access to online resources for more than 93,000 students and 11,000 staff in Florida’s Lee County School District. Stratton, who is the coordinator for K12 instructional technology for Lee County, wanted students and teachers to spend less time managing accounts through the district’s website and more time using instructional software in the classroom.

“We spent more time talking about how to log in and not enough time about how to use the resources,” Stratton says.

David Liss was seeing a unique challenge when it came to implementing 1-to-1 technology for the 6,200 students in Nixa Public Schools, one of the top-performing districts in Missouri.

“One of the things that kept coming up for us was there wasn’t data to support the premise that 1-to-1 technology increased student performance,” says Liss, who is Nixa’s executive director of technology. “In lower-performing districts, the data showed that 1-to-1 technology was increasing engagement, which was increasing student performance.”

The past two decades have seen 1-to-1 computing grow in popularity, with school districts across the country deploying millions of laptops and tablets to students, excited by their potential to enhance learning. But unfortunately, with the trend came the reality that many school systems didn’t adequately plan, prepare for or sustain their 1-to-1 initiatives, and failed to see positive impacts as a result. Why do some 1-to-1 initiatives succeed and others fail?

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