This training provides: (1) an explanation of roles and responsibilities for mentors, student teachers, and university supervisors; (2) an introduction to co-teaching; (3) a description of the rubric used to evaluate student teachers, so that there is a shared understanding of what “proficient” teaching looks like; and (4) strategies for coaching a novice teacher at different stages of their development process.”
When you build something significantly new it isn't just a matter of formally assembling evidence from the past in a predictable way. A leap is needed, or several. Different insights. A new viewpoint. Often in practice these will occur from a mixture of observation, experience and what still appears to be very human-style intelligence. But wherever it comes from, it isn't straightforwardly “evidence-led.
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson