Educators are lifelong learners. We’re constantly learning about our students, reading about tips and strategies, gathering teaching resources, and maybe even watching a video to pick up new lesson ideas. Here at Teaching Channel, we aim to make educators’ lives a little easier by providing a place to learn and get better together, anytime, anywhere.
Wouldn’t it be great if all of this learning and improving your practice with Tch could also earn you professional learning credits?
Well, now it can!
We’re happy to announce that we’ll soon be offering online, for-credit courses, just in time for your spring and summer professional learning.
Teaching Channel Courses are designed with busy educators in mind. Taking advantage of the Tch videos you already love to watch, the courses enable you to:
- Apply your learning immediately to your own classroom
- Get feedback along the way from expert facilitators.
We want to meet, chat, and learn about what’s going on in your teaching world. A team of us here at Teaching Channel will be in Boston March 23-26 for ASCD. You should know that we never leave folks empty handed, so you can expect to go back with some great swag and new ideas.
There are a few opportunities for us to meet. Here’s the rundown of when and where we’ll be, so please come see us!
Early last fall, I had the opportunity to sit with a team of sixth grade teachers at a middle school serving a large number of low-income Latino and African American students. Many of those students were at least two grade levels behind in reading. Their low literacy levels were wreaking havoc on their ability to learn content, engage in higher-level thinking, and build background knowledge.
A year earlier, in their PLC, this team decided that the solution was to use culturally responsive teaching (CRT) as a way to improve student learning and increase achievement.
When I visited with them, they were a bit perplexed why things hadn’t changed, because they’d instituted fun “call and response” chants at the beginning of class and created multicultural bulletin boards about music from different cultures and social justice topics. They’d spent time having “courageous conversations” about implicit bias. They’d tried this for a year, but reading scores didn’t improve and they couldn’t understand why.
Did you ever wonder who works at Teaching Channel and what we’re up to?
Well, now you can have the chance to meet us and learn more about the supports we provide for educators.
We attend a range of conferences throughout the country and host a few of our own, so check out our schedule! And, if you have questions or want to learn more right now, contact us here.
If you love Teaching Channel, you now have more to love with Teaching Channel Plus (Tch Plus). Tch Plus is a private, subscription-based, online professional learning platform for teachers, instructional coaches, mentors, administrators, pre-service teachers, and other educational organizations.
Tch Plus not only serves up videos of classroom practice for educators to unpack nuances of instruction and student learning, it also provides a space for teachers to upload their own videos and practice instructional moves through job-embedded inquiry.
Tch Plus makes professional learning actionable, evidence-based, and localized as teachers explore new strategies, approaches, techniques, or tools. Take a peek!
Adoption of the Common Core State Standards (CCSS) calls for an increase of rigor for all students and the California English Language Development Standards (CA ELD Standards) provide guidance to ensure English learners have entry points into meaningful and intellectually challenging curricula. San Francisco Unified School District (SFUSD) serves approximately 57,000 English learners who make up about 25% of the student population. We believe English learners have the capacity to meet the expectations of the CCSS through instructional practices that provide intentional and strategic scaffolding and strategies that equip English learners with the skills to engage and communicate meaningfully and authentically.
A few days after the November election, I had a meeting with Angie Estonina and Lisa Kwong, two talented educators who lead professional learning efforts on ELLs for San Francisco Unified School District.
With our webcams on, the mood was a bit somber — the election talk of deportations, walls, and targeted registries hung in the air as the rhetoric suddenly became more real. In fact, it felt a bit suffocating. In education, we all have days when we feel weighed down by how much needs to be done and by our professional and personal puzzles, but the unknowns of impending political shift pushed on us from the sides, making us feel the squeeze of change.
I even started wondering if an upcoming presentation I was about to do in Canada on ELLs with school districts from Ontario/Montclair, California, and Yakima, Washington, was even relevant. In retrospect, it was incredibly sad to even think this. But this was my state of mind. It was easy to go there when the personal and professional intersects — my nine-year-old son who is of half Mexican descent asked if he was going to be deported. This was not a question I had at nine years old.
Welcome to The New Year!
A time to celebrate, reflect, and set goals. As teachers, we naturally set goals for ourselves in January. Even though it’s a midpoint in the school year, for some reason January feels like a fresh start. But what about our students? Do they use January as a time to reflect, reboot, and set goals for themselves? While hopefully reflection and goal setting are a natural part of your class culture (and if not, check out our Growth Mindset Deep Dive for ideas), January is a great time to ask students to reflect and set some larger learning goals to work toward over the rest of the school year. Here are four ways you can help:
It started with one idea on how to help support our National Board Certified Teachers. Four years later, we have at least seven ways we’re building teacher leadership in our district with the support of Teaching Channel and Teams. Click below to hear all about how we’re redefining professional learning via video and helping make #anewkindofPD.
As a new teacher, I’ve struggled in my classroom this last year. I’ve had lessons that don’t go as planned, students that I can’t seem to reach, and days where no matter how much I prepare, it doesn’t seem to be enough. I had this idea that I needed to be the “perfect” teacher. But let’s face it, there is not enough time to always be perfect, and perfect is boring.