Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide,…

The purpose of this article is to present three professional engagement activities that are embedded in one online professional learning community named Health Teacher Central: (a) accessing to professional learning community; (b) pair and share; and (c) be an educated consumer. It is suggested that teacher educators can integrate these activities…

This article describes the rationale, development process, and initial activities and outcomes of a faculty mentoring guild that engages experienced faculty volunteers in supporting their near peers in navigating their teaching, research, service, and life expectations and obligations. The purposes of this article are to: (1) describe the…

The CASEL Collaborating States Initiative (CSI) observed that state policymakers who have created foundational policies to advance social and emotional learning (SEL) often become interested, as a next step, in creating a statewide community of practice (CoP) to engage districts and schools around a shared vision to promote implementation of SEL.…

Book groups are gatherings of readers who aspire to remain lifelong learners. Educators who read and enjoy quality fiction and non-fiction contribute with confidence to the rich, literate environment of classrooms. The National Council of Teachers of English (NCTE) expresses, through rich policy statements and other published works, the vital…

Midcareer teachers want something new from professional learning. Nearly all of the midcareer teachers the author interviewed described a need for content that is fresh or invites a meaningful extension of their existing skills and understandings. Midcareer teachers have different professional learning needs than novice teachers. To serve their…

The article describes a promising new, fully virtual, multicomponent professional development intervention to support special education teachers in rural U.S. schools who enter the profession without full state licensure. The intervention seeks to strengthen special educators' self-efficacy in relation to classroom and behavior management, and…

Collaboration is a bit amorphous, but research has highlighted important strategies and promising practices. Along with understanding the collaborative process, a deep understanding of school counseling and career and technical education (CTE) in each district is needed. For example, contemporary school counselors focus on the American School…

The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on October 28 and 29th, 2024 to explore how the well-being, professional development, and interpersonal and mentoring relationships of graduate students, postdoctoral scholars, and faculty are affected by national and global events, cultural shifts, and…

This chapter describes the conceptualization and interactions of the Portfolio Group, a knowledge community of teachers and teacher educators with over a twenty-year history of collaboration. Formed in 1998, its story formed the model for the concept of the Faculty Academy. An overview of the Portfolio Group's members and collaborative activities…

Thirteen years after the publication of the book "Social Network Theory and Educational Change," what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional…

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement…

Systems, structures, and practices perpetuate disparities because they reinforce barriers that sort and separate students based on assumed success or failure. When students are disadvantaged in this way, the implicit message is that their learning doesn't matter. The counterpoint to these discriminatory systems is an asset-based approach, which is…

A diverse democracy brings together people whose differences include partisan leanings, life experiences, histories, religious beliefs, racial identities, and sexual orientations to address common problems and build a shared future. Social studies educators can help prepare youth to pursue this goal by advancing core commitments to respectful and…

This reflection essay reports on a book reading inquiry circle (BRIC) on Paulo Freire's "Pedagogy of the Oppressed" by English as a second language (ESL) faculty from a college located in the Greater Seattle area. Since professional development is usually not provided for ESL faculty in basic skills programs due to lack of funding at the…