I believe that everyone in education is trying very hard, every day, to help the students they serve. But trying hard isn’t enough when education systems don’t change. We have to commit to doing things differently.
Growing up I never really found my niche at school. I don’t remember a lot of dynamic teaching and never felt truly inspired or encouraged. After majoring in psychology at Virginia Tech, I moved to Portland, studied acting, played drums in rock bands, and waited tables.
I didn’t realize until later how passionate I am about learning. That’s why I went to graduate school at Lewis & Clark to become a teacher—to have the impact on kids that I missed.
Reviewing a new national survey of teachers on professional learning, I came away feeling extremely validated. I saw so much of Chalkboard’s work reflected in the report’s recommendations.
Reprinted with permission. This blog post first appeared in Dr. Angle’s Blog at Day Creek Charter Schools on February 7, 2017. Dr. Mark Angle is superintendent of Days Creek Charter School.
Days Creek Charter School is fortunate to have been one of three Douglas County School Districts to be selected to participate in a rigorous process to examine how we deliver professional learning and to plan ways to better engage our faculty in designing and participating in quality professional learning that has positive impacts on student achievement.
Alyssa Dodds was a high school dropout at 16. She didn’t feel challenged or motivated, and after an administrator suggested she stay enrolled so as not to ruin the school’s “numbers,” she walked out.
Eventually she earned a GED, working two jobs on the way to a degree from the University of Oregon. She says, “It was really good to go to college and reinvigorate my love for learning.”
Teacher ownership is important in professional development. The process is collaborative and teachers need to have a strong voice in their choices.
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