This month we look at professional development. A fresh framework for PD lays out how we need to consider teacher learning in-context, with definite answers to the “for whom” and “when” when discussing whether something works.
Later, we look at norms for co-teaching by examining the role of a mentor teacher while a student teacher works with students. How should the mentor engage or intervene during a lesson?
- First Segment – 02:16 – An ecological perspective on teacher development
- Second Segment – 22:13 – Mentor teacher choices during class time
- *Ehrenfeld, N. (2022). Framing an Ecological Perspective on Teacher Professional Development. Educational Researcher, 51(7), 489-495. https://doi.org/10.3102/0013189X221112113
- *Kavanagh, S. S., Feiman-Nemser, S., Hammerness, K., Matsko, K. K., & Wallace, J. (2022). Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching. Journal of Teacher Education, 00224871221142843. https://doi.org/10.1177/00224871221142843
We drink Scoville Imperial Stout, a bourbon barrel-aged imperial stout from Crooked Stave in Denver, CO.