6 Proven ways to approach new curriculum programming for education

6 Proven ways to approach new curriculum programming for education

by | Apr 24, 2024 | Leadership, Pedagogy

6 Proven ways to approach new curriculum programming for education

When a new curriculum comes in, teachers can feel overwhelmed trying to work out how to approach new curriculum programming for education. If a new curriculum is to be implemented at the beginning of the school year, then the previous year is then spent programming the syllabus into a teaching program. But where do you start? What method do you use to program?

Depending on your school context, programming may be something that is done individually, or as part of a team.

In this blog post, we will explore different ways to approach new curriculum programming for education and explore the pros and cons of each.

new curriculum programming for education

approaches to new curriculum programming in education

New curriculum programming – key definitions

Programming languages in the educational sector can be confusing. Here is an overview of some key terms and definitions in relation to new curriculum programming:

 

Curriculum: The overall plan or framework designed to guide what students are expected to learn within an educational institution or program. It includes the content, learning objectives, some instructional methods (such as experiments), and assessments requirements.

Syllabus: a syllabus refers to a document or set of documents that outline the content, learning outcomes, assessment methods, and other relevant information for a particular subject or course of study. Syllabuses are developed by educational authorities such as NESA or ACARA, and they provide guidance for teachers, students, and parents on what is to be taught and learned within a specific subject area.

Program: Programming is the process of selecting and sequencing learning experiences which enable students to engage with syllabus outcomes and develop subject specific skills and knowledge. The process of programming is typically shared and offers an opportunity for collaboration, professional reflection and evaluation.

Unit: A self-contained segment of instruction within a larger program, typically focused on a specific topic or theme. A unit is designed to provide in-depth exploration and understanding of a particular subject area or concept. It often consists of multiple lessons or activities organized around a central idea, learning objectives, and assessment criteria. Units help structure the delivery of instruction and facilitate coherent learning experiences for students.

Scope & sequence: How the units are organised in a program along with where they align with assessments. These also take into account the number of weeks / holidays etc.

 

Learning Sequence: The ordered arrangement of instructional activities or experiences designed to facilitate learning and skill development over time. A learning sequence outlines the progression of concepts, skills, or tasks that students engage with to achieve specific learning objectives. It may include a variety of instructional methods, such as lectures, discussions, hands-on activities, and assessments, arranged in a logical and sequential manner to support student learning and comprehension.

 

Lesson Plan: A detailed outline or guide for a single instructional session or class period. A lesson plan typically includes specific learning objectives, instructional strategies, resources, assessment methods, and timing for each component of the lesson. It serves as a roadmap for teachers to effectively deliver instruction, manage classroom activities, and assess student understanding. Lesson plans can vary in format and detail but generally provide a structured framework for teaching and learning.

new curriculum programming for education

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What should new curriculum programming include?

It is important to know where you are headed when starting down the road of new curriculum programming.

By the end, you should have a set of programs which:

    • are designed towards a particular grade level

    • reflect the needs, interests and abilities of students

    • are based on syllabus outcomes and include a variety of teaching, learning and embedded assessment activities, strategies and resources to address the learning needs of all students

    • include instructional materials and resources

    • are flexible and dynamic documents that change in response to student learning needs, school context, teacher evaluation and feedback

    • include adjustments for students with disability

    • reflect school and sector priorities, values and initiatives

    • are a record of how syllabus requirements are met.

 

Things to consider when programming for new curriculum

  • Systemic requirements of school – is there a program template you need to use?
  • Have you got the most up to date syllabus?
  • Timing – weeks in the term – how many lessons do you actually have once excursions, camps etc are taken out?
  • Context – spirituality or religious values to include?
  • Focus on what the students are doing. 
  • Activities are the last thing that should be sort when programming. 

Things not to do when programming

  • Don’t over program – it isn’t meant to be an instructional document. Yes link to resources, but don’t mistake it for a lesson sequence or write paragraphs of what the teacher should be doing. Keep it simple programs or it will be too hard for teachers to follow.
  • Don’t include resources you don’t have easy access to.
  • Don’t reinvent the wheel – do use exemplars and use networks and collaborative programming opportunities

 

new curriculum programming for education

6 Approaches to new curriculum programming   

There are multiple ways to go about programming. This may be up to you, but at this stage, more likely it will either be decided by your school or faculty leader as to which approach they want to take.

If you are a faculty leader, make sure you have a clear direction that you want your faculty to take. You will need to assess your faculty members’ programming skills and experience, and how you are going to support them in this task and teach them the new skills they may need.

So let’s explore some different strategies we can use for new curriculum programming…

1. Content Programming 

This strategy focuses on organizing and delivering educational content in a structured manner.

Content programming involves basically following the curriculum as a program, where content is grouped by substance

For example, in grade 7 science, all biology would be taught together, chemistry, earth science etc.

For example, in grade 9 maths, all trigonometry would be taught together, algebra together etc.

Content Programming Pros:

  • This is the most straight way forward of programming and often the syllabus has done most the work in terms of organization for you.

  • Provides a structured approach to teaching and learning.

  • Ensures coverage of essential content and topics.

  • Facilitates clear progression and understanding for students.

Content Programming Cons: 

  • May lead to a rigid curriculum that lacks flexibility.

  • Might prioritize content delivery over deeper understanding or application.

  • Can be challenging to update or adapt as educational needs evolve.

new curriculum programming for education

2. Thematic Programming

Thematic programming involves organizing educational content around central themes or topics.

For example, in grade 7 science, the theme might be ‘WaterWorld’. This theme incorporates elements of earth science and chemistry and physics.

This particular unit included the water cycle, states of matter, and separation of mixtures within the ‘WaterWorld’ context.

In maths, there could be a program with the theme of ‘roller coasters’ where a variety of topics in maths are combined in the theme e.g. angles, trigonometry, algebra, etc. This could be taken further and include scientific concepts of speed and gravity etc.

Thematic Programming Pros: 

  • Thematic programming helps students to connect related concepts and see the bigger picture within a particular domain.
  • Encourages interdisciplinary thinking and problem-solving.
  • Enhances student engagement by relating content to real-world contexts and practical applications

 

Thematic Programming Cons: 

  • Can be left with weird left over bits and pieces that are hard to fit into a theme nicely.
  • Can be difficult for students to understand the different parts of the learning – for example, in science they may not understand physics, chemistry and biology for choices in stage 6.
  • Might overlook depth in individual topics in favor of breadth across themes.

3. Gamification and Game-Based Learning

This involves incorporating game elements, such as points, badges, and leaderboards, into educational activities to motivate and engage students. Game-based learning uses actual games or simulations as learning tools to teach concepts, promote problem-solving, and enhance retention.

​

Gamification Pros:

  • This is a great way to Increase Engagement: Gamification makes learning more enjoyable and interactive, which can lead to higher levels of engagement among students.

  • Game elements such as points, badges, and rewards can motivate students to actively participate in learning activities and strive for mastery.

  • Gamification allows for personalized learning experiences, where students can progress at their own pace and receive immediate feedback.

  • Games often require problem-solving, critical thinking, and decision-making skills, which can be beneficial for cognitive development.

  • Multiplayer or collaborative games promote social interaction and teamwork among students, fostering communication and collaboration skills.

Gamification Cons:

  • In some cases, students may become overly focused on earning rewards rather than engaging with the learning material for its intrinsic value.

  • Poorly designed gamification elements or overly complex game mechanics may distract students from the learning objectives.

  • Gamification may not be suitable for all subjects or learning goals, and its effectiveness can vary depending on student preferences and age groups.

  • Designing and implementing game design learning experiences can be time-consuming when new curriculum programming.

  • Maintaining student interest and motivation over the long term may be challenging, especially if the novelty of gamification wears off.

  • Not greatly suited to students who struggle to keep up.

new curriculum programming for education

4. PBL Programming (Project-Based Learning) 

PBL new curriculum programming involves learning through hands-on projects that simulate real-world challenges.

In new curriculum programming, PBL involves structuring courses around project-based assignments. For example, instead of just learning syntax and concepts, students might work on projects like building a website, developing a mobile app, or analyzing datasets. PBL programming encourages active learning, problem-solving, collaboration, and creativity. It helps students apply theoretical knowledge to practical scenarios, preparing them for real-world situations.

PBL Pros: 

  • Engages students in active, hands-on learning experiences.

  • Develops critical thinking skills, problem-solving skills, and collaboration skills.

  • Provides opportunities for students to apply theoretical knowledge in real-world problems

PBL Cons: 

  • Requires significant time and effort for planning and implementation.
  • May be challenging to assess and evaluate student learning effectively.
  • Could encounter resistance from students or educators unfamiliar with the PBL approach.

new curriculum programming for education

5. Flipped Learning Classroom

In a flipped classroom model, traditional lecture-based instruction is replaced with interactive, self-paced learning activities outside of class, such as watching videos or reading materials. Class time is then used for collaborative discussions, problem-solving, and hands-on activities. This works particularly well for high school students studying advanced topics such as organic chemistry, where students need more input from the teacher during the application of the learning.

Flipped Learning Pros:

  • Flipped learning encourages active participation and engagement, as students take responsibility for their own learning outside of class.

  • Students have the flexibility to access learning materials at their own pace and convenience, allowing for personalized learning experiences.

  • In-class time can be used more effectively for collaborative projects, discussions, and hands-on experience, rather than passive lecture-based instruction.

  • Teachers can provide targeted support and feedback to students during face-to-face interactions, addressing their specific learning needs and challenges. This is particularly helpful when attempting problem solving activities.

  • Research suggests that flipped learning can lead to better retention of course material, as students have more opportunities to review and reinforce concepts.

Flipped Learning Cons:

  • Flipped learning relies heavily on technology and internet access, which may pose challenges for students with limited resources or connectivity.

  • Some students may struggle with self-directed learning and require additional guidance and support to navigate the flipped learning environment effectively.

  • Flipping a classroom requires significant upfront preparation, including creating or curating learning materials, designing activities, and communicating expectations to students.

  • Assessing student learning in a flipped classroom setting can be more complex, as traditional assessment methods may not fully capture the depth of student understanding.

  • Flipped learning represents a departure from traditional teaching methods, and some students or educators may be resistant to this shift in instructional approach.

new curriculum programming for education

6. Backwards by Design

Backwards by Design, or Backward Design, is an instructional design approach where educators start with the end goals in mind and then work backward to design the curriculum and assessments. It is an approach to planning that helps us meet standards while pursuing goals related to understanding.

  • Step 1: The first step is to identify the big ideas / enduring understanding

  • Step 2: The next step is to determine what does success look like? What are essential questions students should be able to answer? what are the foundational skills needed to succeed?

  • Step 3: How will you assess success? How will you assess student progress to the Learning intention?

  • Step 4: How will you plan learning to lead to success? (programming)

In new curriculum programming for education, educators using backward design would first identify the big idea / enduring understanding for the topic. They would then identify desired learning outcomes and skills that students should acquire by the end of the course. Then, they would design assessments and projects that allow students to demonstrate those skills. Finally, they would plan the instructional activities and content to support students in achieving those outcomes. This approach ensures that the curriculum is aligned with the desired learning goals and focuses on meaningful learning experiences.

new curriculum programming for education

Conclusion

New curriculum programming can be a daunting task. It is important to decide on an approach to use so you have a clear direction. 

Which approach to new curriculum programming will you take?

new curriculum programming for education

New Curriculum Programming References:

  • Bergmann, J., & Sams, A. (2014). Flipped Learning : Gateway to Student Engagement. International Society For Tech In Ed.
  • Katrina A Harte. (2016). Creating interactive, collaborative teaching programs with Google Apps. The Australian Educational Leader, 38(1), 53–58.
  • Kim, S., Song, K., Lockee, B. B., & Burton, J. K. (2018). Gamification in learning and education : enjoy learning like gaming. Springer.
  • Sharp, H., Hudson, S., Weatherby-fell, N., Charteris, J., Brown, B., Lodge, J., McKay-Brown., Sempowicz, T., Buchanan, R., Imig, S. Hudson, P., Vergano, M., & Walsh, M. (2021). Introduction to education. Oxford.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
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Katrina is a multi-award winning educator from Sydney, Australia who specialises in creating resources that support teachers and engage students.

See the quality and browse her best selling resources below on either The Animated Teacher website or on Teachers Pay Teachers:

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150 Inspirational words of encouragement for teachers

150 Inspirational words of encouragement for teachers

by | Apr 9, 2024 | Leadership, Teacher gift guides

150 Inspirational words of encouragement for teachers

Teaching is a hard profession, and it’s pretty clear that teachers aren’t in the profession for the money. But something that can really fill a teacher’s cup is a few words of encouragement for teachers.

Whether it be from fellow teachers, executive members, parents, students or community members, words of encouragement for teachers hold a lot of weight and can make all the difference for a teacher who is weighed down in the thick of it. 

This blog post will outline 150 words of encouragement for teachers including inspirational quotes for teachers, phrases of thankfulness, and words of encouragement for teachers.

words of encouragement for teachers

words of encouragement for teachers

Teaching is not just a profession;  a teacher’s job is a calling that requires passion, dedication, and resilience. As educators, you play a crucial role in shaping the future generation. There are days when the challenges seem insurmountable, but remember, your impact goes beyond textbooks and classrooms.

It has been said many times before, but it needs to be acknowledged always – that teachers wear so many hats every day other than just the label ‘teacher’. They are role models, experts, mentors, counsellors, nurses, providers, carers, innovators, safety officers, disaster mitigators, coaches… the list could go on.

But even the most brilliant teachers need reassurance and words of encouragement for teachers to remind them that what they are doing makes a lasting impact in young minds. In the good times, but even more so in the tough times.

 words of encouragement for teachers

150 Inspirational words of encouragement for teachers

Here are 150 inspirational words of encouragement for teachers to uplift and empower you on your teaching journey:

1. “Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

2. Embrace each day with enthusiasm; you’re planting seeds for a brighter future.

3. “The art of teaching is the art of assisting discovery.” – Mark Van Doren

4. Your dedication shapes minds, molds character, and inspires greatness.

5. “A good teacher can inspire hope, ignite the imagination, and instill a love of learning.” – Brad Henry

6. Your influence goes beyond grades; you’re shaping lifelong learners.

7. “Teaching is the profession that teaches all the other professions.” – Unknown

8. In the classroom, you are not just imparting knowledge; you are fostering dreams.

9. “The best teachers are those who show you where to look but don’t tell you what to see.” – Alexandra K. Trenfor

10. Your impact is immeasurable, leaving a lasting impression on hearts and minds.

11. “Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert

12. Each lesson is a chance to make a difference; embrace the opportunity.

13. “The influence of a good teacher can never be erased.” – Unknown

14. Strive for progress, not perfection; your efforts make a significant impact.

15. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” – William Arthur Ward

16. Your passion for education creates ripples that extend far beyond the classroom.

17. “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” – Confucius

18. Celebrate small victories, for they pave the way to greater achievements.

19. “I am not a teacher, but an awakener.” – Robert Frost

20. “Teaching is the one profession that creates all other professions.” – Unknown

21. Cherish the moments of connection; they are the building blocks of a thriving learning environment.

22. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams

23. Stay resilient; your impact may not be immediate, but it is profound.

24. “Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

25. Embrace challenges as opportunities for growth and innovation.

26. “The beautiful thing about learning is that no one can take it away from you.” – B.B. King

27. Your dedication today paves the way for a brighter and more enlightened society tomorrow.

28. “Education is not preparation for life; education is life itself.” – John Dewey

29. Your passion for learning is contagious; it ignites a thirst for knowledge in your students.

30. “The function of education is to teach one to think intensively and to think critically.” – Martin Luther King Jr.

31. Remember, you’re not just teaching subjects; you’re nurturing future leaders.

32. “A teacher’s purpose is not to create students in his own image, but to develop students who can create their own image.” – Unknown

33. Stay curious; your enthusiasm for learning is a beacon for your students.

34. “To teach is to learn twice.” – Joseph Joubert

35. Your classroom is a canvas, and you are the artist shaping the future.

36. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

37. Find joy in the journey; your passion is contagious.

38. “Teaching is the greatest act of optimism.” – Colleen Wilcox

39. Your impact goes beyond textbooks; you’re nurturing lifelong learners.

40. “Teachers can change lives with just the right mix of chalk and challenges.” – Joyce Meyer

41. Celebrate the uniqueness of each student; you’re molding diverse thinkers.

42. “Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert

43. Your influence transcends the boundaries of the classroom.

44. “The best teachers are those who show you where to look but don’t tell you what to see.” – Alexandra K. Trenfor

45. Continue inspiring; your students are the architects of tomorrow.

46. “The influence of a good teacher can never be erased.” – Unknown

47. Cultivate a love for learning; it’s a gift that keeps on giving.

48. “I am not a teacher, but an awakener.” – Robert Frost

49. Your dedication transforms classrooms into incubators of knowledge.

50. “Teaching is the one profession that creates all other professions.” – Unknown

 

words of encouragement for teachers

Use these inspirational teacher quotes on the inside of a card, on a poster, framed or engraved on a necklace or pen as words of encouragement for teachers.

Quotes from famous educators, philosophers and visionaries make for great words of encouragement for teachers.

words of encouragement for teachers

51. Cherish the magic moments that make teaching worthwhile.

52. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams

53. Embrace the power of encouragement; it’s a force multiplier.

54. “Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

55. Every challenge is an opportunity for growth; keep pushing boundaries.

56. “The beautiful thing about learning is that no one can take it away from you.” – B.B. King

57. Your commitment shapes the leaders of tomorrow.

58. “Education is not preparation for life; education is life itself.” – John Dewey

59. Stay passionate; your enthusiasm fuels the love for learning.

60. “The function of education is to teach one to think intensively and to think critically.” – Martin Luther King Jr.

61. Your classroom is a sanctuary for growth and discovery.

62. “A teacher’s purpose is not to create students in his own image, but to develop students who can create their own image.” – Unknown

63. Embrace change; it’s the only constant in education.

64. “To teach is to learn twice.” – Joseph Joubert

65. Your impact transcends grades; you’re shaping character.

66. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

67. Find joy in the small victories; they build the foundation of success.

68. “Teaching is the greatest act of optimism.” – Colleen Wilcox

69. Keep inspiring; your influence extends beyond the classroom.

70. “Teachers can change lives with just the right mix of chalk and challenges.” – Joyce Meyer

71. Embrace diversity; it’s the fabric of a rich learning environment.

72. “Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert

73. Your impact is the ripple that transforms the educational landscape.

74. “The best teachers are those who show you where to look but don’t tell you what to see.” – Alexandra K. Trenfor

75. Continue kindling the flame of curiosity; it sparks innovation.

76. “The influence of a good teacher can never be erased.” – Unknown

77. Celebrate resilience; it’s the bedrock of successful teaching.

78. “I am not a teacher, but an awakener.” – Robert Frost

79. Your commitment fosters an environment of continuous learning.

80. “Teaching is the one profession that creates all other professions.” – Unknown

81. Recognize the unique potential in each student; it’s your superpower.

82. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams

83. Be the lighthouse guiding students through the storms of challenges.

84. “Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

85. Your enthusiasm is the compass guiding students towards a brighter future.

86. “The beautiful thing about learning is that no one can take it away from you.” – B.B. King

87. Stay committed to the pursuit of knowledge; it’s a lifelong journey.

88. “Education is not preparation for life; education is life itself.” – John Dewey

89. Your passion is the spark that lights the path to success.

90. “The function of education is to teach one to think intensively and to think critically.” – Martin Luther King Jr.

91. Nurture creativity; it’s the heartbeat of a vibrant classroom.

92. “A teacher’s purpose is not to create students in his own image, but to develop students who can create their own image.” – Unknown

93. Embrace the power of collaboration; it fosters a community of learners.

94. “To teach is to learn twice.” – Joseph Joubert

95. Your dedication shapes the foundation of a thriving society.

96. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

97. Instill a love for learning; it’s a gift that lasts a lifetime.

98. “Teaching is the greatest act of optimism.” – Colleen Wilcox

99. Your influence echoes in the corridors of knowledge.

100. “Teachers can change lives with just the right mix of chalk and challenges.” – Joyce Meyer

words of encouragement for teachers

 

Words of encouragement for teachers are more than just that. They acknowledge the effort and sacrifice many teachers make in order to fulfil the needs of their students. 

words of encouragement for teachers

101. Embrace the uniqueness of each student; it’s the key to unlocking potential.

102. “Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert

103. Cultivate a culture of curiosity; it’s the heartbeat of a thriving classroom.

104. “The best teachers are those who show you where to look but don’t tell you what to see.” – Alexandra K. Trenfor

105. Continue inspiring; you’re molding future leaders.

106. “The influence of a good teacher can never be erased.” – Unknown

107. Your impact is the legacy that transcends generations.

108. “I am not a teacher, but an awakener.” – Robert Frost

109. Celebrate the moments of breakthrough; they’re the stepping stones to success.

110. “Teaching is the one profession that creates all other professions.” – Unknown

111. Your classroom is a canvas, and you are the artist shaping tomorrow’s leaders.

112. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams

113. Your commitment is the bridge between dreams and reality.

114. “Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

115. Stay resilient; your passion is a beacon for students navigating challenges.

116. “The beautiful thing about learning is that no one can take it away from you.” – B.B. King

117. Your enthusiasm creates a ripple effect of positivity.

118. “Education is not preparation for life; education is life itself.” – John Dewey

119. Keep kindling the flame of curiosity; it sparks innovation.

120. “The function of education is to teach one to think intensively and to think critically.” – Martin Luther King Jr.

121. Celebrate the diversity of thought within your classroom.

122. “A teacher’s purpose is not to create students in his own image, but to develop students who can create their own image.” – Unknown

123. “Survival of humanity depends on educating the hearts of children.” – Dalai Lama

124. “To teach is to learn twice.” – Joseph Joubert

125. Your impact goes beyond grades; you’re shaping character.

126. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

127. Find joy in the small victories; they build the foundation of success.

128. “Teaching is the greatest act of optimism.” – Colleen Wilcox

129. Keep inspiring; your influence extends beyond the classroom.

130. “Teachers can change lives with just the right mix of chalk and challenges.” – Joyce Meyer

131. Embrace diversity; it’s the fabric of a rich learning environment.

132. “Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert

133. Your impact is the ripple that transforms the educational landscape.

134. “The best teachers are those who show you where to look but don’t tell you what to see.” – Alexandra K. Trenfor

135. Continue kindling the flame of curiosity; it sparks innovation.

136. “The influence of a good teacher can never be erased.” – Unknown

137. Celebrate resilience; it’s the bedrock of successful teaching.

138. “I am not a teacher, but an awakener.” – Robert Frost

139. Your commitment fosters an environment of continuous learning.

140. “Teaching is the one profession that creates all other professions.” – Unknown

141. Recognize the unique potential in each student; it’s your superpower.

142. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams

143. Be the lighthouse guiding students through the storms of challenges.

144. “Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

145. Your enthusiasm is the compass guiding students towards a brighter future.

146. “The beautiful thing about learning is that no one can take it away from you.” – B.B. King

147. Stay committed to the pursuit of knowledge; it’s a lifelong journey.

148. “Education is not preparation for life; education is life itself.” – John Dewey

149. Your passion is the spark that lights the path to success.

150. “It’s the supreme art of the teacher to awaken joy in creative expression and knowledge” – Albert Einstein

 words of encouragement for teachers

Teachers, your dedication and hard work is the cornerstone of a brighter future. As you navigate the challenges and celebrate the victories, remember the profound impact you have on each student’s life.

Keep inspiring, keep innovating, and keep shaping the leaders of tomorrow. Your role is not just in educating young people; it’s in awakening minds and nurturing the seeds of greatness. Thank you for being the unsung heroes in the journey of knowledge and enlightenment.

I hope these words of encouragement for teachers give you some inspiration to fill the cup of a teacher you work with, have, know or who has your own child.

words of encouragement for teachers

Conclusion

Are you a teacher? Do you know a teacher? Use these words of encouragement for teachers to fill a teacher’s cup.

You may not realise how much of an impact a few kind words can make to a tired, exhausted, deflated teacher.

What are your favorite words of encouragement for teachers?words of encouragement for teachers

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Katrina is a multi-award winning educator from Sydney, Australia who specialises in creating resources that support teachers and engage students.

See the quality and browse her best selling resources below on either The Animated Teacher website or on Teachers Pay Teachers:

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5 Best New Year’s Resolutions for Teachers

5 Best New Year’s Resolutions for Teachers

by | Jan 19, 2023 | Leadership

5 Best New Year’s Resolutions for Teachers

Have you got a New Years Resolution as a teacher? Do you have a plan for how to actually make it happen?

In this blog post I am going to talk about some common New Year’s Resolutions for Teachers and how you can put some helpful strategies in place to help you stay consistent and keep your New Years Resolution all year.

best new year's resolutions for teachers

Disclaimer: This blog post, ‘5 Best New Year’s Resolutions for Teachers’, may contain affiliate links. This means I may receive a small commission on qualifying purchases. This is of no extra cost to you and it helps me to continue writing awesome content for you! Read full disclaimer here.

5 Best New Year’s Resolutions for Teachers

    New Year’s Resolutions for Teachers #1:

    Be more organised

    If you are anything like me then you start the year off really well… but then as the term goes on your clean desk, organised materials and tidy classroom become a mess. 

    But! This is a great New Years Resolution to have! Having an organised space and keeping your tasks in order will give you more headspace, help you to feel calmer and help you to keep on top of your workload (which we know is going to be massive).

    So how do you do it?

    Being organised is all about having a consistent routine. Here are some steps to take each day to keep yourself on track:

        • Tidy your desk daily
        • Use labels on folders, cupboards, drawers etc
        • Use a diary or teacher planner and write in it / check it every day
        • Use a to-do list and number in order of importance / deadline
        • Look through your school calendar and make note of important dates, assessments, excursions etc
        • If you are scheduled to write an assessment task, put a note in your diary a few weeks before as a reminder
        • Decide on a time of day that you will check your emails and stick to it

     

      New Year’s Resolutions for Teachers #2:

      Take less work home

      An occupational hazard for teachers is the amount of work that is often taken home. It can be hard to leave work at work so that you can relax when you get home. Often if you do manage to do this then you feel more stressed about not having brought it home with you! 

      I get it. But there are ways to combat or at least reduce the amount of work you take home.

      Here are my tips:

          • Set less homework that requires marking
          • Use peer-marking or self-marking during class time
          • Utilise templates to save time
          • Use resources that already have teacher answers provided
          • Buy no-prep resources when you are short on time

      You may like to check out my blog post ‘49 time-saving hacks for teachers’.

      New Year’s Resolutions for Teachers

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      New Year’s Resolutions for Teachers #3:

      Try new things in the classroom

      It can be a daunting task to try a new idea, activity or set up for your classroom. But I admire those who set it as a goal! 

      Whether you already have an idea in mind of what you want to try, or you don’t really care as long as you try something new, here are a few things to consider to help you along the way:

          • Chat with colleagues who might have tried it themselves. They can help you get organised or to know what sort of things to think about during the planning process.
          • Don’t be too hard on yourself – don’t expect it to go perfectly the first time
          • Don’t jump in too deep – set yourself a realistic goal. For example, say you wanted to try embedding Flipped learning into your classroom. Trying to film all the videos yourself and doing them for every lesson is a sure way to burn yourself out. Instead try doing one a week and see how it goes.
          • Don’t try everything at once. If you are wanting to try more than one new thing, separate them out through the term. If you put them all in one lesson it will feel like a lot for you and your students. 

      New Year’s Resolutions for Teachers

      New Year’s Resolutions for Teachers #4:

      Work and stress less

      This is way easier said than done. I can be a huge stresser and I also can be a workaholic. So how do you actually put this into practice?

      The tips from #2 will help along with these ones:

          • Set clear boundaries. For me, this matters more mentally than with the physical workload. I would often stress about my students’ wellbeing or things going on for them. By setting myself boundaries of when I am allowed to think about it and when I have to switch off is helpful.
          • Being organised and using a diary where you write in important dates and reminders will help keep those things off your mind and you can trust yourself that you have it covered. 
          • Having some helpful sayings to say to yourself when you are feeling stressed is actually more helpful than it sounds. Here are some of my favorites: 
              • “I can’t do anything about it right now so there is no point thinking about it right now”, 
              • “I can only do what I can do”, 
              • “students survived for decades with purely textbook driven lessons – a one off wont hurt them”

        New Year’s Resolutions for Teachers #5:

        Make my mental health a priority

        As teachers, we are often wired to put our students first. It can be difficult and often feels selfish to prioritise our own needs and mental health.

        However, this is an important resolution to make as it will make you a better teacher, partner, parent, and friend. 

        How can we do this as teachers?

            • Get a hobby, or book in for a class that you are required to show up for each week e.g. ceramics, woodworking (my favorite!), painting, dancing, etc.
            • Schedule regular exercise into your week – something you actually enjoy doing
            • Eat a healthy lunch (for 33 easy teacher lunch ideas click here)
            • Take time to reflect and check in on yourself mentally
            • Schedule in time for friends and extended family (either physically or just a proper phone call)

        Conclusion

        New Year’s Resolutions for teachers can be a really great way to start the year on a track that leads you to a happier life. But it is also important that you have a game plan of how you will make that resolution a reality and stay consistent with it throughout the year.

         

        If you made a New Year’s Resolution please comment below to keep yourself accountable!

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        Women in Education Leadership Conference – 4 helpful takeaways

        Women in Education Leadership Conference – 4 helpful takeaways

        by | Dec 13, 2022 | Leadership

        Women in Education Leadership Conference – 4 helpful takeaways

        This blog post is a little different from my others. Earlier this year I attended an online conference run by Janine Stratford called ‘The Leading Edge: Women in Education Conference’.

        The conference was designed to provide personal insight and practical strategies specifically for women in education who are ready to take the next step in their career and progress into various leadership roles. 

        During the conference I learnt so much about my own leadership style and things I should watch out for and be aware of during my leadership roles. In this blog post I am going to share my key takeaways and some of the immense value I got out of the course.

        Women in Education Conference

        women in education leadership conference

        Disclaimer: This blog post, ‘Women in Education Leadership Conference’, may contain affiliate links. This means I may receive a small commission on qualifying purchases. This is of no extra cost to you and it helps me to continue writing awesome content for you! Read full disclaimer here. common teacher fearsNew Science Teacher Advice

        If you are interested in doing this course and progressing your career I will put the details at the bottom of this blog post for you. I am not an affiliate for this course nor do I earn any commission from it – I am simply writing about it because I recognise the value it provided and I can wholeheartedly recommend it for any other woman wanting to progress their career in educational leadership.

        A little about the presenter –

        Janine Stratford

        Apart from the insightful content (which I will get to soon), Janine Stratford’s experience and passion for helping other women achieve their leadership goals brings the course a high level of credibility. Janine is a Leadership Coach and Career Strategist with a particular passion for supporting women and school leaders across Australia and New Zealand. 

        Janine caters to people at all levels in the education profession whether they are aspiring, stepping into leadership, or experiencing challenges in a new or current leadership role. Her focus is to support leaders in being role models for others, to lead with clarity and confidence and being both consistent and considered in their approach and interactions. 

        Janine also assists educators to realise their career aspirations through strategically planning their next steps to bring their goals and future plans to life. She critiques applications and CVs and prepares applicants for the interview process.

        Her conference, ‘The Leading Edge: Women in Education Conference’ runs three times a year, in May, August and October. 

        Women in Education Conference 

        The Leading Edge:

        Women in Education Conference

         

        Part 1: Personal Branding

        Personal branding was not something that was new to me – particularly as I have my own business. However, I had not considered it in my own school context.

        Whether you realise it or not, you have your own brand. This is how other people perceive you – not how you perceive yourself.

        Your brand is built on how you interact with others, what conversations you choose to participate in in the staff room, what your teaching strengths are, your relationship with students, and your attitude towards the school, leadership team and colleagues. 

        By working on your individual brand you will increase your influence within your workplace, enhance your reputation and therefore open up new opportunities. 

        Even if you are not yet ready for a leadership role, by working on your personal brand now, you will ensure that when the time is right, you already have a strong reputation which will enhance any applications you make. 

        While I liked to think I had a strong personal brand, Janine helped me to realise that there was definitely a lot of room for improvement. This involved me considering what I wanted to be known for in the school. Did I want to be known for my innovative use of technology? Or my wide range of differentiation strategies? Or my skill as a new teacher mentor? In addition to this, I really thought about how my conversations in the staff room were being considered. Am I complaining a lot? Am I someone who adds to a positive vibe in the staff room? Am I perceived as someone who helps others? 

        Having a focus area has helped me to put effort into the areas that matter in order to strengthen my personal brand in my workplace.

        My takeaway:

        A big takeaway I got from this section was that if I don’t take control of my branding, then it will be decided for me by others and their perceptions of me – as perception is reality. 

        Women in Education Conference 

        Part 2: Knowing Your Leadership Style

        The DISC model

        As part of the Women in Education Conference, each delegate received a personalised 40 page booklet that delved into our behavioural characteristics, our position on the DISC model (which I will unpack shortly), the value we would bring to an organisation, our natural and adapted styles, our communication styles, time wasters, and driving forces. This booklet was the result of questionnaires we had completed prior to the conference.

        I cannot even begin to go into the amount of insight and value this one booklet holds. It was both amazing and unsettling to see myself on paper! But it helped me to understand so much about myself and also about others.

        The DISC model

        The DISC model is a way of understanding the four personality styles that exist, particularly when it comes to leadership. This model was initially proposed by psychologist William Moulton Marston in the 1920s. DISC is an acronym for the behaviours of these personality and leadership styles. 

        D = Dominance

        I = Influence

        S = Steadiness

        C = Conscientiousness

        A dominant leader is ambitious and decisive but can come across as being aggressive and demanding when stressed. 

        An influential leader is sociable and enthusiastic, but can come across as easily distracted or impulsive when under pressure. 

        A steady leader is stable and consistent though can be seen to be resistant to change or stubborn.

        A conscientious leader is very detailed and systematic in their approaches to work, but can also be seen as being hard to please or critical of others. 

        The Women in Education Conference went through each of these leadership styles and how to navigate them personally and also in respect to others.

        My takeaway: My leadership style is primarily Influence and Steadiness. Understanding this helps me to be aware of how my leadership style is perceived by others and what areas might be time-wasters for me. Women in Education Conference

        Part 3: How to communicate with other leadership styles

        Even if you aren’t aspiring to become a leader, understanding how to communicate with colleagues who have different leadership and communication styles is eye-opening. 

        While I thought of myself as a good communicator with excellent interpersonal skills, this session really helped me to understand where the other person was coming from and how to adapt my own responses in order to get the most out of the interaction. For example, to communicate with a Dominant leadership style, it is important to be clear, specific and to the point, and to avoid chit chat and rambling. 

        My takeaway: Spend time identifying which leadership style others have. Consider how to best communicate with them. Women in Education Conference

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        Part 4: Getting yourself application ready

        This part of the conference was excellent as Janine had some wonderful guest speakers. After their presentations she also had some guests take part in a type of mock interview process. This involved us being in small groups of 3 or 4 with one of the presenters and we took turns answering interview-style questions. We then received feedback from the presenter and our peers. It was a vulnerable but rewarding experience and I am so glad that we were able to have that experience before going in for a real interview.

        Janine also taught us how to use the STAR format to ensure our interview answers were clear, concise and actually answer the question. The STAR method is as follows:

        S – Situation: What was the situation?

        T – Task: what were you trying to achieve?

        A – Action: What did you do?

        R – Result: What was the outcome?

        Apart from ensuring we answer the question fully, using this format also helps to keep us on track during an interview and avoid unnecessary rambling.

        My takeaway: Practise interview-style questions before any interview. Think about situations in which I have solved problems before the interview in preparation.  Women in Education Conference

        Conclusion

        The best thing about ‘The Leading Edge: Women in Education Conference’ is how personalised it was for me. I walked away knowing exactly what my leadership style was, what challenges I am likely to face and how to combat them, and what strengths I have and how to utilise them. 

        While many conferences provide a one-size-fits-all approach, this conference was completely different. It was tailored to me which meant that I walked away with immense value and useable strategies. 

        Want to attend the Women in Education Conference yourself? Click here for conference details and registration.  In 2023 her face-to-face conferences will also be returning with one in Melbourne and one in Brisbane.  

        Connect with Janine Stratford here:

        LinkedIn: linkedin.com/in/janinestratford 

        Email: janine@coachingfocus.com.au

        Women in Education Conference

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        Shocking list of teacher statistics Australia 2022

        Shocking list of teacher statistics Australia 2022

        by | Jul 3, 2022 | Leadership

        Shocking list of teacher statistics Australia 2022

        As we enter unprecedented times in our classrooms, these teacher statistics Australia provide interesting insight into the current crisis. Teacher workload, pay, and burnout are currently discussed topics in a variety of forums. These statistics will help shed some light on what is actually happening in our schools and what areas need to be changed in order to ensure students of the future have access to excellent educators. 

        teacher statistics australia

        Disclaimer: This blog post, ‘Shocking list of teacher statistics Australia’, may contain affiliate links. This means I may receive a small commission on qualifying purchases. This is of no extra cost to you and it helps me to continue writing awesome content for you! Read full disclaimer here.

        Journalists and reporters are welcome to refer to these teacher statistics Australia and quote my words as long as appropriate credit is given, including a link back to this blog post.

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        Teacher statistics Australia: workload

        1. 76% of Australian teachers report their workload as unmanageable (Monash)

        2. Only 2% of Australian teachers ‘strongly agree’ that their teaching workload was manageable (Monash)

        3. 95% of teachers report working over-time during a typical week (AITSL)

        4. 71% of teachers disagree that teaching is an appreciated profession in Australia (Monash)

        5. 39% of early career teachers teaching in a secondary position leave as opposed to only 29% of primary school teachers in Australia (IJER)

        6. Australian teachers work an average of 5 hours per week more than teachers in other countries (Social Psychology of Education)

        7. The average teacher in Australia works 43 hours per week (Social Psychology of Education)

        8. 42% of full-time teachers report working for 60+ hours in a normal working week (AITSL)

        9. The number of students in Australian classrooms is 14% bigger than the international average (Education at a Glance)

        Teacher statistics Australia: Teacher pay

        10. The average yearly salary for a teacher in Australia ranges from $70,000 to $95,000 (seek)

        11. Expertise is not rewarded in teacher pay as it is in other professions (Grattan Institutde)

        12. You are more likely to earn a high income in Australia with no degree than having a bachelor’s degree in education (SBS)

        13. The average Primary School Teacher salary in Australia is $70,884 (Payscale)

        14. The average High School Teacher salary in Australia is $73,241 (Payscale)

        Teacher statistics Australia: Teacher shortage

        15. 40% decline in the number of people enrolling in teacher education courses for university between 2015 and 2017  (AITSL)

        16. 25% of teachers report their plans to leave the profession before hitting retirement age (60) (AITSL)

        17. The secondary teacher shortage will jump to above 9,000 teachers across Australian high schools, and will be higher if we accept international students (The Guardian)

        18. There is expected to be a need for 8,000 primary school teachers over the next four years (The Guardian)

        19. It is expected that more than 50,000 teachers will permanently resign from teaching between 2020 and 2025 (The Guardian)

        20. 28% of teachers in English and Science were teaching out of their field of expertise and training (AITSL)

        21. 40% of Mathematics teachers reported that the subject was out of their field of expertise and training (AITSL)

        22. Due to teacher shortage in STEM subjects in 2022, 40,000 students were taught by “out-of-field” teachers. This could increase to around 70,000 students by the year 2030 (The Guardian)

        Teacher Statistics Australia infographic

        Teacher statistics Australia: Teacher burnout & stress

        23. Classroom teachers have greater levels of stress than any other education role  (Social Psychology of Education)

        24. Primary and secondary school teachers have significantly higher levels of perceived stress than those in leadership roles  (Social Psychology of Education)

        25. Early career teachers are the most affected by high stress and burnout in the teaching profession (Social Psychology of Education)

        26. 58% of teachers feel ‘quite a bit’ or ‘a lot’ of stress in their roles (ACER)

        27. 10% more teachers working in disadvantaged schools report ‘a lot’ of stress than those working in less disadvantaged schools (ACER)

        28. A higher percentage of female teachers report feeling ‘a lot’ of stress in comparison to male teachers (Teacher Magazine)

        29. Teachers under 30 years of age report being more stressed than their older counterparts (Teacher Magazine)

        30. Stress levels for teachers working in private schools is less than those working in the public school system (Teacher Magazine)

        teacher quote

        Teacher statistics Australia: Interesting teacher statistics

        31. The average age of teachers in the classroom in 2021 was 46 (AITSL)

        32. 91% of parents reported having greater respect for teachers following the Covid-19 lockdown (TEO)

        33. 92% of teachers spend their own money on essential school supplies for classroom use  (The Educator Online)

        list of Teacher statistics Australia 

        Conclusion

        Teacher statistics Australia are becoming more and more frightening as we lose valuable experts in the classroom due to unrealistic workload demands, stress, burnout and underappreciation. Less teachers are entering the profession and more teachers are leaving it. This is a recipe for disaster and I fear for the future of Australian schools and the workforce beyond. 

        Do these statistics concern you? Please comment your thoughts below!

        list of Teacher statistics Australia 

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        How to differentiate professional development for teachers

        How to differentiate professional development for teachers

        by | Jan 14, 2022 | Leadership

        How to differentiate professional development for teachers

        In our world of differentiating learning opportunities for students, it can often seem like an afterthought to differentiate professional development for teachers. For all the good intentions and hours of preparation that educational leaders dedicate to preparing and delivering professional development for their colleagues, the value is diminished due to the lack of differentiation.  As an experienced high school Chemistry teacher, I have very little in common with a beginning Kindergarten teacher, and yet, I’ve often found myself listening to the same presentation.

        What if there is a better way? A way to provide professional development that is engaging and accessible to all teachers while also modelling best practice? There is!

         

        So, grab a coffee and sit back and relax while I give you 11 ways to differentiate professional development opportunities for teachers that they will appreciate.

        how to differentiate professional development for teachers

        Disclaimer: This blog post may contain affiliate links. This means I may receive a small commission on qualifying purchases. This is of no extra cost to you and it helps me to continue writing awesome content for you! Read full disclaimer here. 

        Need a recap on differentiation?

        According to Carol Ann Tomlinson (2010), differentiation involves the proactive planning of learning opportunities to ensure the learning is accessible to all. In an educational professional development setting it often feels as though there isn’t a lot of actual learning happening. Why? Because not enough proactive planning has gone into finding out where teachers are at and how they would engage best. 

        So, what does this mean for professional development opportunities?

        Differentiation can be done in four main ways: differentiating the content, product, process or environment. 

        • Content refers to meeting teachers where they are at and allowing differing entry levels. 
        • Product refers to the end result you want from your staff. 
        • Process refers to how teachers learn or engage with the content. 
        • Environment is where the learning is taking place.

        See my blog post ‘53 EASY differentiation strategies for the classroom’ for a more extensive explanation.

         

        Here is a list of 11 easy ways to differentiate professional development for teachers that looks at different options for the above categories of differentiation. 

        11 ways to differentiate professional development for teachers

        How to differentiate professional development for teachers

        1. Survey staff in the planning stage

        If you want teachers to ‘buy in’ to the professional development then they also need to feel heard. Survey your staff to find out what topics or areas they are seeking development or support in. Use this to inform the types of opportunities you offer during professional development. But also be warned – don’t bother surveying the staff if their answers are going to be disregarded.

        Here are some ideas for what you could ask your teachers for input:

        • What area do they want to develop in? e.g. pedagogy, organisation, assessment task writing, data collection/analysis, new technology, subject area knowledge?
        • How would they rate themselves in terms of their own expertise in that particular area? Where would they like to progress to?
        • What types and formats of professional development do they enjoy most?

         

        2. Use the expertise of staff in your school

        There is a whole wealth of expertise and knowledge found in your school already. Utilise this! Here are a few ways to make the most of the staff expertise within your school:

        • Have internal staff run workshops in their area of strength. The benefits of this are twofold: first, colleagues will be able to learn from a peer and get more of an insight into what other teachers are doing in their own classes. Second, the teacher preparing the workshop will have a chance to reflect on their own practice and will benefit from increasing their skill level to present professional development.
        • Ask teachers to share ideas from their own classrooms
        • Provide opportunity for staff to show new resources they created for their classes
        • Encourage staff to share methods they use for their own organisation, data collection, report writing, assessment preparation etc.
        • Have heads of faculty run professional development for their own faculty
        • Invite teachers who have recently attended conferences or external professional development to share their learnings.

         

        3. Offer stations and choice

        Stations offer choice in both the order of the session and which sessions to complete. Some fun ways to do this could be:

        • provide a menu of options: staff pick one option from each category such as starters, entree, main and dessert. If you’d like some FREE editable templates enter your email here and I will send them to you!
        • play bingo: set up a bingo board with the different PD options and throughout the day staff complete 4 in a row / column / diagonally.
        professional development menu example 1
        professional development menu example 2
        professional development menu example 3

        4. Offer choice in who they work with

        Give teachers the option to choose who they work with throughout the session. This could be individually, with a partner, within faculty groups or across subject areas. It is important that teachers have the opportunity to work in a way that suits them and the opportunity to collaborate with people who they connect with.

        5. Provide levels of professional development

        Part of differentiation is ensuring the needs of the learner are met and that the learning takes into account their current level of expertise. For example, if a session was to be run on differentiation, allow for different entry levels:

        • Novice / beginning teacher – provide an introduction and basic concepts
        • Competent – choose a resource to work on to turn into a differentiated lesson
        • Proficient – choose a program to work on incorporating multiple strategies to work on
        • Expert – give your most experienced and confident teachers the opportunity to share their expertise.

        6. Offer choice in location

        The environment in which the learning takes place can also be differentiated. This can be as simple as allowing teachers to choose their own seating arrangement, or setting up the different learning options in various locations. Have you ever considered running some PD in a cafe or outside rather than inside?

        differentiating professional development for teachers at a cafe

        7. Use lesson observations

        Lesson observations – where teachers go and observe a colleagues lesson – is an excellent opportunity for professional development. Allow them choice as to which teachers / subject / year level they want to observe! 

        8. Differentiate the product

        Often we want to see some kind of product or reflection following professional development. Allow teachers to create or reflect in a way that makes sense to them. A teacher could reflect using voice recording, a mind map, a short video, a picture, flowchart, or collage of images. Don’t insist on every teacher filling out the exact same Google form.

         9. Use a jigsaw model

        The jigsaw model requires two different groupings. First, teachers split into small groups where they learn about a particular strategy / resource / topic and become the ‘experts’ in that area. Then they form a second group which has one ‘expert’ from different original groups. Each teacher takes turns in sharing / teaching the group about their expert strategy. This includes differentiation as teachers can choose the area they would like to become the expert in and also choose how they present this information back to their group. You can read more about this strategy here. 

         

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        Enter your email address and I will send you 3 templates you can use as a menu to differentiate your professional development sessions in a fun way!

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          10. Offer multi-modal options

          With so many resources and technologies available at our fingertips it always surprises me that these options aren’t often utilised during professional development. Sure the odd funny video is shown at the start to ‘engage’ the audience, but that’s about it. Why not give teachers the choice as to how to receive the information? Provide a range of options such as videos, podcasts, webinars, journal articles, books. You don’t need to create all of them – just find them!

          11. Utilise subject / grade specific professional development opportunities

          I’m going to say it… There is very little value in whole staff professional development. Why? Because we all teach in a niche area. Whether it be the subject area or the grade level. While there are some opportunities for whole staff professional development, most would be more effective if it was focussed on a teachers’ specific grade or subject. For example, Science teachers and PDHPE teachers may benefit from sessions on ‘how to maintain control amidst the chaos’ (seriously!) while English and Mathematics teachers may benefit more from a session on ‘how to deal with overzealous parents’.

          In addition to this, it is also important to provide teachers with professional development that extends their knowledge in their subject specific area. It is important that teachers remain experts in their subject. Unfortunately, the demands of the profession mean that teachers are left with no time to spend staying up to date with current information unless educational leaders make it a priority to include it in professional development days. 

           

          Conclusion

          Differentiation is just as important for teachers as it is for students if we want to give them the best opportunities to develop professionally and enjoy it! Differentiating professional development for teachers is essential if you want your staff to feel valued and to develop in their teaching practice.

           

          Which of these methods are you implementing in your upcoming professional development?

          Do you have any other strategies? Comment below!

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