To address the question of how to develop the capacity for every instructional coach to provide job-embedded professional learning for every teacher and student, the Utah State Board of Education's quality instruction team designed and built a statewide 22 networked professional learning system that includes instructional coaches, local education…

Despite the well-documented evidence on the importance of parent engagement for academic achievement, emotional well-being, and social inclusion, as well as interest among policymakers to tap into the benefits of parent engagement at the system level, there is still a widespread lack of support for teachers to be able to engage effectively with…

This chapter focuses on intentional educational development activities designed to prepare faculty for effective teaching and assessment of student learning. Some benefits of such activities include improved alignment of courses with programmatic outcomes, higher success rates in course reviews, and better demonstration of student learning on…

Given the complex roles of special educators, it is important that they be offered tailored professional development (PD) opportunities. Unfortunately, most PD tends to occur in "sit-and-get" formats, with generalized content that may or may not meet the needs of attendees. Districts are starting to investigate the use of…

The digital and professional teacher competency standards for blended TVET describe specifically the new and emerging skill development needs related to blended delivery. The standards are contextualised to take into account the technology and capability challenges common in TVET institutes in developing countries, the range of teaching methods…

Efforts to improve education should not neglect to provide the rich play opportunities that benefit children in so many ways. In Tanzania, the pre-primary curriculum, for example, guides teachers to use play as the primary method of teaching and learning. Despite this policy mandate for play, however, abundant evidence indicates that Tanzanian…

The nature of the digital divide in schools is changing. Once understood to be about gaps in access to computer and internet technology across demographic and geographic groups, the gap is now more complex. Schools still experience inequity in technology, but it is as much about educators' capacity and opportunity to apply technology in meaningful…

The authors together with the Center for Professional Learning and the Ukrainian Institute for Educational Development created free, open educational courses to support the well-being and development of teachers experiencing war and displacement in Ukraine. These courses provide knowledge and skills in the topics of mental health, trauma-informed…

In today's milieu of school shootings, unprecedented rates of attempted suicide, drug addictions, escalating drop-out rates, teen age pregnancy, and behavior disorders, we propose that future teachers be trained in the delivery and maintenance of social-emotional learning. This presentation urges teacher educators to prepare future teachers for…

This conceptual paper puts forward the construct termed "teacher curriculum competence," which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to…

This paper examines issues that Yazidi refugee students face upon arrival to Canada, and interventions that schools can implement to support these students. Due to traumatic experiences, Yazidi students suffer from post-traumatic stress disorder (PTSD). Therefore, school staff need training to recognize the symptoms of PTSD, and schools must…

The purpose of the Early Childhood Essentials Framework is to synthesize and communicate the essential skills and competencies children should be acquiring before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences that will set all…

After tracking barriers of adult education learners pursuing their GED®, the Career Learning Center of the Black Hills (CLCBH) found that high rates of poverty, homelessness, unemployment, and other trauma-related experiences led to an ongoing sense of helplessness and despair among many of our adult learners, in particular Native American…

In this article, we present an integrated approach to social-emotional learning and culturally responsive teaching (SEL/CRT), a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has…

Science teachers need to consider how they want to grow professionally. Thinking about one's future involves identifying the knowledge, practices, and attributes needed in a new role. By using a framework such as the science education trajectory (SET), teachers can more easily consider their professional options and work strategically toward them.…