ABOUT OUR EDUCATION SOLUTIONS
The Difference
Adapting to Core Standards, literacy integration, ELLs, or other needs, teachers work collaboratively in small groups to design classroom materials and analyze results in short learning cycles – the engine of change. After this work, a delicate balance of factors will have determined whether or not an individual teacher reached a readiness threshold to try something new.
Preston Webster has refined an approach to professional development that addresses the challenges of improving teaching. The right combination of strategies, processes, and tools, leverage research-based strategies to improve teaching content, reading, and writing, often simultaneously.
Participants develop their own materials of practice during sessions, customized for their needs and style, aligned to specific objectives, and ready to use in classrooms. At the end of the program, teachers walk out with materials that bridge the gap between the professional development sessions and classroom instruction.
Teachers use their materials to facilitate quality teaching, assess learning, and provide student feedback. Students use the materials to articulate clear ideas, build understanding, correct and revise, make connections, and study. All stakeholders benefit from seeing and discussing evidence of teaching and learning. Finally, teachers use this evidence to conduct a collaborative analysis of student work. The process, strategies, and tools create ongoing cycles of improvement.
Subjects
Instructional Design, Expository Evidence, Organizers, Reading Tools, Writing Tools, Vocabulary Tools, Note Taking, Leveraging Research-based Strategies and Conducting Student Work Sample Analysis
Outcomes of the Sessions
- Standards-based and research-based classroom materials
- Professional development hours – University credits
- Participants prepared to teach, evaluate practice, and provide evidence of quality teaching to stakeholders
