A central question for today's educators is—
What professional learning practices will we pursue to strengthen our teaching in order to have a greater impact on student achievement?
Whether you are a looking for classroom ideas or responsible for leading professional learning, we invite you to browse the collections below to learn from and with the thousands of educators willing to share their practices as part of the NCTE community.
Formative Assessment Informs Instruction
Quality assessment is a process of inquiry. It requires gathering information and setting conditions so that the classroom, school, and community become centers of inquiry where students, teachers, and other stakeholders can examine their learning—individually and collaboratively—and find ways to improve their practice.
Digital Literacies and Learning
As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. (from the NCTE Position Statement Definition of 21st Century Literacy)
Using Evidence to Inform InstructionText Complexity
Formative assessment is the lived, daily embodiment of a teacher's desire to refine practice based on a keener understanding of current levels of student performance, undergirded by the teacher's knowledge of possible paths of student development. (from the NCTE Position Statement Formative Assessment that Truly Informs Instruction)
As society and technology change, so does literacy. How do we support our students in comprehending today's complex literary and informational texts independently and proficiently?
Literacy as a Shared Responsibility
“As we move beyond earlier notions of “reading and writing,” the boundaries between literacy processes blur, and responsibility for supporting literacy learners expands to include educators across all disciplines.” (from K Williamson blog “Responding to Shifting Literacies”)
School systems that demonstrate consistent improvement are those where the educators learn with and from one another to strengthen teaching and learning. “Collective capacity” is the “hidden resource” most often neglected in schools. (Michael Fullan, 2010)