Last spring the special education resource team at Newcastle Public School volunteered to participate in a professional learning community project that paired special education resource teachers (SERTs) with classroom teachers.
A wonderful opportunity presented itself a couple of years ago when I applied to take part in Project Overseas. This is an excellent professional learning opportunity where teachers can learn and teach at the same time, while they help to build a global professional learning community.
For the past year a group of teachers in the District School Board of Niagara has been working together to increase their understanding of math and math teaching. Their venture has had unexpected spinoffs.
My experiences as a teacher from a minority culture pushed me to become an activist in my school. The result has been a change in our school culture and an improved learning environment for our students.
Last year Bobbie Chatha became a coach at her school, supporting colleagues as they looked for ways to improve literacy instruction.
Graduates of education faculties embark on an exciting learning journey. Teachers have the opportunity throughout their careers to teach in a variety of roles in their school. A leadership role appeals to some. At one time, this meant becoming a principal.
Leaders are a valuable asset to any organization. But what makes a teacher-leader and how do we recognize that person in our system? How can we encourage teachers to take on such roles?
For the first time, albeit under unusual circumstances, every current teacher collective agreement contains a negotiated lump sum to support individual professional growth.
