The Importance of Teacher Support

(7/9) “When I was in my prep program, I was lucky to have coaches coming in at least two or three times a month watching us in action, telling us things that we could do, providing us with new research on teaching. But that type of coaching doesn’t continue, and many teachers never receive it to that extent. Teachers have all these observations and these criteria that we have to meet, and the criteria is forever changing and continuous. The coaching part, however, is not continuous. So we have teachers being judged without coaching on ways to improve. It’s difficult for early-career teachers, but think about later-career teachers: imagine getting your degree in education 10 years ago, and then teaching for 10 years while all the frameworks change. And not only that, but the children change. Students 10 years ago had a different childhood than students today. So if I’m still teaching based on what I learned 10 years ago, teaching is going to continue to get harder for me. And that's what we see a lot of now: teachers are not being given the resources or the preparation that we need to truly address the needs of students in this day and age. It can’t just be about taking an online module or attending one seminar. I’m talking about continuous teacher training and support to help shift mindsets. Mindsets like: ‘Parents aren’t as involved. Kids don’t want to learn anymore.’ That’s what many teachers will tell you, because that’s what it looks like. It’s the easy diagnosis. But what if we had the continuous training and support within schools to get to the root of the issue? What if mom isn’t as involved because mom is at work? What if the kid is tired or hungry, not lazy? It’s hard for anyone to address the deeper issues when, upon discovering them, we know we’ll have no resources to help.” –Terrence D. Smith Teacher at Uplift Infinity Primary School City Teaching Alliance Fellow, Cohort 2016 Irving, Texas #teachersintheirpower #coaching #coachingteachers #teacherleadership teachersintheirpower.com

𝗧𝗿𝘂𝘀𝘁 𝗧𝗲𝗮𝗰𝗵𝗲𝗿𝘀 I have had the opportunity to work at some of the highest-performing charter and public schools in Tennessee. At both, we retained our teachers. Do you want to know what happened? Teachers continually grew, developed, and produced strong academic and social gains for students. How did principals and assistant principals make this happen? They 𝗗𝗜𝗗 𝗡𝗢𝗧 𝗠𝗜𝗖𝗥𝗢𝗠𝗔𝗡𝗔𝗚𝗘 their teachers! 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗧𝗵𝗼𝘂𝗴𝗵𝘁 𝗣𝗮𝗿𝘁𝗻𝗲𝗿𝘀𝗵𝗶𝗽 Teachers are experts. Do more novice teachers need additional thought partnership to hone their decision-making skills (teachers make around 1,500 decisions a day)? Yes. How do we communicate trust through thought partnership to unleash a culture of excellence in classrooms? We listen. We provide insight. But most importantly, we help teachers set a vision for their classrooms, ensure they have the resources they need, and offer perspective and encouragement along the way. 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗥𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀 Resources. As mentioned above, resources matter. It is unreasonable to ask teachers to set a vision and goals without providing the time, curriculum, student support, or ancillary resources to make that vision a reality. Yes, budgets are tight; however, budgets are also moral documents. How do we prioritize what teachers have identified as necessary to reach their vision within the constraints of the budget? How can we involve teachers in budget decisions, giving them a voice and choice in how schools allocate limited funds? 💡 𝗧𝗵𝗲𝘆 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗦𝘂𝗽𝗽𝗼𝗿𝘁 Great principals design student support systems to meet needs beyond what a general educator can provide (e.g., behavioral support, school psychologists, licensed clinical social workers, board-certified behavior analysts, etc.). They also ensure teachers have undisturbed planning and collaboration time during the school day. Schools face many competing priorities, but great principals act as a filter, ensuring that compliance requirements from districts, authorizers, and state agencies align with broader school goals. 💡 𝗧𝗵𝗲𝘆 𝗦𝗲𝘁 𝗮𝗻𝗱 𝗘𝗻𝗳𝗼𝗿𝗰𝗲𝗱 𝗖𝗹𝗲𝗮𝗿 𝗕𝗼𝘂𝗻𝗱𝗮𝗿𝗶𝗲𝘀 This means establishing and maintaining boundaries: • Between leadership and teachers • Between teachers and their colleagues • Between families and teachers • Between teachers and students • Between students and their peers A great principal is a Dean of Students—but for adults! They cultivate a positive culture, but they also intervene when cultural norms are violated and the adult culture requires repair. 💡 𝗪𝗵𝗮𝘁’𝘀 𝘁𝗵𝗲 𝗕𝗼𝘁𝘁𝗼𝗺 𝗟𝗶𝗻𝗲? The idea that every teacher needs you in their classroom every single week assumes that the principal is the subject matter expert in all subjects, pedagogical approaches, and teaching methods. Should principals provide regular feedback? Yes. Should principals monitor every lesson through a compliance lens? 𝗡𝗼.

Enhancing Abilities and Well-being of Frontline Workers: Lessons from the Field The recent study on emergency education sheds light on critical factors that can bolster our approach in public health. It addresses the impact of emergencies on educational systems, particularly focusing on teacher abilities and well-being. The authors’ research questions focus on identifying teacher motivation (including concerns), and abilities (including confidence) in using digital technologies for teaching and learning – questions that are extremely applicable to cadres of public health workers involved in health promotion. I was particularly intrigued by how teachers’ abilities to use digital tools increased during the emergency – suddenly they had time to learn and experiment. Key Insights: Adaptability and Training: During emergencies, teachers who received targeted training and support were better equipped to handle disruptions. This underscores the need for continuous professional development programs that can be swiftly adapted to crisis contexts. Mental Health and Well-being: The well-being of educators directly influences their effectiveness in the classroom. Initiatives that prioritize mental health support, such as counseling services and peer support networks, significantly enhance teachers' resilience and job satisfaction. Technological Integration: Leveraging technology to deliver education during crises has proven to be a game-changer. However, it’s not just about providing access but ensuring teachers are proficient in using these tools effectively. Regular tech training sessions can bridge this gap. Community and Collaboration: Strengthening community ties and fostering collaboration among educators can mitigate the isolation often felt during emergencies. Platforms for sharing best practices and resources can empower teachers and improve collective problem-solving. Applying the Fogg Behavior Model: The authors of the study effectively incorporate the Fogg Behavior Model to enhance teacher abilities and well-being during emergencies. This model emphasizes that behavior change is most likely to occur when motivation, ability, and prompts converge. Here’s how it was applied: Motivation: Ensuring teachers are motivated by highlighting the positive impact they have on their students’ lives, especially during crises. Ability: Providing necessary training and resources to enhance teachers’ skills and reduce barriers to effective teaching. Prompts: Regular reminders and support systems to encourage the application of new skills and behaviors in real-time classroom settings. By integrating the Fogg Behavior Model, the study offers a robust framework for driving meaningful changes in teacher practices that lead to improved educational outcomes during emergencies. #Education #TeacherTraining #MentalHealth #EdTech #CommunitySupport #EmergencyEducation #Resilience #ProfessionalDevelopment #FoggBehaviorModel

Teachers are the primary factor in student success, yet no state financial literacy mandates require comprehensive training for financial educators. An instructor-led ‘education course’ cannot exist without a trained, qualified educator. Without proper instructor preparation, students are merely attending a financial ‘information session’ —failing to receive a true financial education. Other Core Subjects Require Qualified Teachers—Why Not Financial Education? Compared with core subjects, financial education is the only high school subject where states allow untrained teachers to lead courses—a policy that undermines student learning and financial preparedness. In math, science, social studies, and English, teachers must: - Complete years of formal education in their subject area to develop deep subject knowledge. - Demonstrate mastery of the content through coursework, examinations, and practical application. - Obtain state certifications and pass competency exams to ensure they meet professional teaching standards. - Undergo supervised classroom observations and training to refine instructional methods and enhance student learning outcomes. Yet, financial literacy has no such requirements. Teachers are often assigned to lead financial education courses without formal training in personal finance or effective instructional strategies. This creates a glaring inconsistency in how we approach student learning in different subjects. Research: Teachers Are the Most Critical Factor in Student Success Extensive research confirms that educators have the greatest influence on student achievement—more than the curriculum, class size, or school facilities. Studies emphasize that teacher effectiveness directly impacts learning outcomes and long-term student success. RAND Study: Measuring Teacher Effectiveness https://lnkd.in/gb987MeA Eric Hanushek:  Research on Teacher Quality https://lnkd.in/gcHaCAAV Thomas Kane's Evaluation of Teacher Effectiveness https://lnkd.in/gArTauzV Jonah Rockoff's Analysis of Teacher Impact https://lnkd.in/gF73nBm3 State lawmakers are pushing financial education requirements, but they’re skipping over the people who actually teach the subject. How can we expect educators to deliver high-quality financial education without proper training and support? Conclusion If we truly want students to be financially literate, we must empower teachers with the necessary tools and training.  Let’s advocate for teacher-centered financial literacy reform because real change starts in the classroom!  #UnitedforFinancialLiteracy  https://lnkd.in/gsXYKeix

Unpopular Opinion: Educators Are Not Your Servants 🔥 Yes, you pay them. But that doesn't give you the right to abuse educators for students' poor performance. 👩🏫 Educators deserve respect. Constantly questioning their professional judgment and demanding extra grades for social status only undermines their authority and demoralizes them. Imagine walking into an operating theatre and telling surgeons how to operate. Or stepping into a courtroom and instructing judges on how to enforce the law. Sounds absurd, right? So why do it to educators? 🤔 Parents need to engage positively with educators, not dictate their actions. Trust their expertise, support their efforts, and collaborate for the betterment of the students. This approach not only reduces administrative burdens but also positively impacts students' progress and behavior. 📚✨ As an edtech leader at Sapientury, I keep reminding myself that my leadership must extend beyond creating better learning solutions towards shaping students into better human beings, fostering respect, and nurturing a culture of mutual trust and understanding. Let's work together to support our educators and create a brighter future for our students. 🌟 #Education #EdTech #PositiveEngagement #BetterFuture

The 2024 Merrimack College Teacher Survey just came out and it's a bombshell. While we are rightly focused on kids' mental health, what about the teachers? I spoke to a CMO leader last week, and she said, "We are just getting out of COVID mode from a staff standpoint. There was deep trauma, isolation, fear, and hurt, and we had to take the time to work through it." The study raises more questions than answers, but the biggest one is how can we solve the teacher shortage when 1/2 teachers are reporting negative mental health outcomes? Some other takeaways: 🔻 Job Satisfaction Decline: Teacher job satisfaction continues to drop, with only 18% of public school teachers being "very satisfied." 🧠 Connection Between Teacher and Student Mental Health: Teachers who struggle with their own mental health are more likely to say their students' mental health is negatively impacting classroom learning and behavior. 🙏 Inadequate Support: Both teacher and student mental health support are lacking. Most schools do not offer sufficient mental health programming for teachers, and half of the teachers say schools need more counselors, psychologists, and social workers to assist students. 🏫 Administrative Support is Crucial: Teachers highlighted that leadership plays a vital role in their mental well-being, but only 11% of public school teachers feel their principals provide significant support. Teachers emphasize the importance of feeling valued and supported by their school leaders. Recommendations for Improvement: 🎒 Schools should increase access to student mental health counseling. 🆘 Teachers need more mental health programming, with a specific focus on pay raises and bonuses to reduce financial stress. 🍎 Administrators should support teachers with student discipline, reduce paperwork burdens, and provide mental health days. 🍏 Impact on Policy and Leadership: Teachers recommend that aspiring administrators be trained to support teacher well-being by fostering a positive school climate, understanding the challenges teachers face, and providing meaningful support. Edtech Insiders Alex Sarlin #educators #education