By Jo Anne Vasquez, coauthor of the new STEM Lesson Guideposts
Many educators who have explored STEM education or been asked to add it to their curriculum will ask: How can we create our own STEM lesson and units? How can we address the standards and content we need to teach? How can we create experiences that will engage and be relevant to all my students? What does rigor look like in a lesson?
In Making Teacher Evaluation Work, Rachael Gabriel and Sarah Woulfin walk you through the entire teacher evaluation process—from policy to practice—offering context and strategies with the goal of improving the process for everyone involved. The authors examine the roles of teachers, teacher leaders, coaches, and principals in supporting high-quality literacy instruction in the context of accountability and evaluation policy.
Jennifer Serravallo has created a helpful guide for The Writing Strategies Book for book study groups or individual practitioners. As an educational consultant, Jen is in classrooms all the time, and this study guide reflects the questions and concerns teachers have brought to her about how to use strategies within an instructional framework for writing and especially how to match them to instructional goals and methods. The study guide contains over 25 pages of resources, ideas for conversations, activities, and practices that will strengthen your strategic writing instruction, raise the quality and engagement levels of your student writers, and strengthen collaboration with your colleagues.
In A Guide to the Reading Workshop, Lucy Calkins writes, “Your classroom library holds a lot of power. It sends a strong message to the readers in your classroom, and it should convey that reading is important and that books are to be celebrated, treasured, and enjoyed.”
Lucy outlines critical tips for organizing classroom libraries, including:
Welcome to the Heinemann PD Professional Learning Community Series. This month we will discuss how to tap into the power of visual memory.
“No matter what area of the curriculum, we found that clear visuals, simple language, and constant reflection on charts were the key to helping children gain independence and agency in their learning. The more we charted, the less repeating we did and more teaching was possible.”
-Kristi Mraz and Marjorie Martinelli in Smarter Charts for Math, Science and Social Studies.
During the evaluation process, teachers might be asking for one thing while evaluators are looking for something different. How do we bring these two perspectives together to reach common goals? In Making Teacher Evaluation Work, Authors Rachael Gabriel and Sarah Woulfin suggest there’s a way to not only improve the evaluation process, but use evaluations as a way to improve teaching. Rachael and Sarah have created a resource for teachers and evaluators to read together that walks them through every step of the evaluation process. We started out our conversation on how this book came to be.