Saturday, January 18, 2014

Cultivating the Effective Hybrid Teachers

Effective teachers help students develop a love of life-long learning.  Do our school systems provide opportunities for teachers to effectively use their wondrous crafts? How can teacher effectiveness be enriched by the hybrid teaching role? 
Essentially, hybrid teachers spend part of their time in the classroom and part of their time in stewardship of the profession. But before we agree this is idea, we have to develop the infrastructure that supports and sustains hybrid teachers. Bruce Taterka and I will be facilitating a conversation about the hybrid teacher at this year's annual EduCon in Philadelphia. 
An abstract of our conversation follows:
In order for K-12 teachers to be more effective, we need opportunities to study the intersection of curriculum, instruction, assessment and policy. For example, as federal agencies call for more teacher research, and states design high-stakes standardized assessments of student growth, teachers need to be more involved with what goes in in schools and districts. One of the challenges we face is that many teachers already work 50 hours a week; where do we find the time we need to lead? Data from the 2013 Measures of Effective Teaching study also shows that teachers also seek opportunities to lead without leaving the classroom.
We'd love to hear more about your experiences with hybrid teaching. What experience do you have with hybrid teacher roles? What systems should be in place so that the hybrid teacher roles are effective and sustainable? 

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