Thanks to Nicole Gillespie, KSTF's CEO, I just finished reading "Getting Ideas into Action: Building Networked Improvement Communities in Education (2011). This article advances the idea that [K-12] educational practitioners should also be at the table when educational research -- and policy -- is designed.
As a busy practitioner, I know I could benefit from succinct access to academic research frameworks. And I KNOW that teacher voices can enrich and ground the often-lofty "Here, try this..." interventions.
Looking ahead to the elusive "Hybrid Teacher Network," teachers need time and support to stay in the classroom (1/2 time), but also have stewardship of the profession (1/2 time). Everything from curriculum, instruction, assessment and policy is on the table, and practicing teachers need to be creating the narrative with community partners.
How can NNSTOY, NBCT, VIVA Teachers, Hope Street Fellows, TAFNet, a nascent STEM teacher network, and other groups advance and sustain hybrid teacher roles?
What can we learn about teacher networks that aligns with [inter-]national educational equity and is based on local innovation?
As a busy practitioner, I know I could benefit from succinct access to academic research frameworks. And I KNOW that teacher voices can enrich and ground the often-lofty "Here, try this..." interventions.
Looking ahead to the elusive "Hybrid Teacher Network," teachers need time and support to stay in the classroom (1/2 time), but also have stewardship of the profession (1/2 time). Everything from curriculum, instruction, assessment and policy is on the table, and practicing teachers need to be creating the narrative with community partners.
How can NNSTOY, NBCT, VIVA Teachers, Hope Street Fellows, TAFNet, a nascent STEM teacher network, and other groups advance and sustain hybrid teacher roles?
What can we learn about teacher networks that aligns with [inter-]national educational equity and is based on local innovation?
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