#substitute-teaching

#substitute-teaching

There's a lot of evidence that indicates that teacher morale has been declining nationwide and is at, by some measures, the lowest point in recent memory. California teachers scored 16 on the Teacher Morale Index, which is based on three questions from the Education Week survey. The morale score for U.S. teachers overall was 13.

Members of the Dáil's Education Committee stated that Irish curriculums are 'overloaded' and must be reduced, advocating for a focus on nature and outdoor activities.

Cuts that hurt are obvious: layoffs, program closures, college closures, furloughs, deferred maintenance, pay freezes, travel freezes, etc. It's a well-worn playbook at this point. Most of the moves in this category involve either attacking employee compensation, which causes obvious pain, or putting off necessary investments and living with gradual declines in quality.

This is a striking decision at a moment when public confidence in higher education is eroding. It is also puzzling because rigorous research and evaluation have demonstrated, over and over, the value of the work of centers for teaching and learning, including positive impacts on student learning outcomes, institutional effectiveness and faculty development.

Collective learning is how a group or system creates, improves, and keeps knowledge. This knowledge lasts beyond any one person or cohort. That is the most practical collective learning definition, because it shifts the focus away from individuals and toward the learning system itself.

This idea was based on the parallel between the pluck and elan that are characteristic of both the early-college students I worked with and that of America's hardest-working founding father. Five years after I wrote the book, I had the opportunity to revisit the field for a revised edition, making it appropriate to ask, after Thomas Jefferson's song in the second act of Hamilton, "What'd I Miss": How has early college/dual enrollment changed over the past half decade?

The passion for teaching is a powerful force, but it's being tested like never before. Across the globe, educators are facing a crisis of burnout, and a significant, often overlooked, factor is the ever-increasing burden of administrative tasks. This isn't just about paperwork; it's a systemic issue that's driving talented tutors and teachers away from the profession, with profound consequences for the future of learning.

In her book Hope in the Dark, writer and activist Rebecca Solnit observes that transformation starts in the margins. The book explores social movements throughout history, but the notion that mainstream beliefs grow from fringe ideas once thought to be outrageous is familiar to anyone who has watched change happen. Hope, she says, lives in the dark around the edges.

When we look more closely at how and why organizations actually invest in these systems, we can see that the popularity of adaptive learning has far less to do with pedagogical ambition and far more to do with operational pressure. Understanding this gap between how adaptive learning is marketed and how it is used in practice is critical for organizations trying to decide whether it is the right approach for their learning needs.

A group of students who are eager to learn about advanced math are asking for multivariable calculus, and teacher Daniel Nguyen has obtained a master's degree in order to teach it. The school board told Paly to add the class on Dec. 16, but the teachers council said no. Apparently the school is run by a committee of teachers, called the council of administrators and instructors, who oppose adding the class.

Scaling learning should be a sign of success. More employees. More roles. More regions. More skills to build. On the surface, these are the markers of a growing, forward-moving organization. But for many Learning and Development (L&D) teams, scaling learning feels less like progress and more like pressure. Every new hire cohort, geographic expansion, or capability initiative introduces friction. What once worked well for a few hundred employees begins to strain-and eventually break-when applied to thousands.

Teachers have almost no authority over student behaviors or academic grading, and are given little, if any, respect from administrators, parents or even students. Instead, students have all the authority but no responsibility for their success. Students do (or don't do) whatever they wish, while empty-handed teachers are left to take the blame. Teachers no longer have the ultimate tool of flunking students.

The most exciting moments for a teacher come when students stumble onto something unexpected-when they run to my office to tell me about a new twist in their thinking about birds in Sula or the discovery of yet another biblical reflection in Housekeeping. Those revelations come only when they survey the text as it is, not as they assume it to be.

What many reception teachers say they did not sign up for was spending large chunks of the school day managing toileting, feeding and basic self-care because growing numbers of children are arriving without those skills in place. New data points to a widening gap in England and Wales between what parents believe school ready means and what classrooms are actually experiencing