Supporting Ohio's Teachers to Address the Needs of Diverse Students: Findings from a Scan of Equity-Centered Learning Modules. A Region 8 Comprehensive Center Scan

Autor/in	Kenyatta, Candace
Institution	Region 8 Comprehensive Center; ICF International
Titel	Supporting Ohio's Teachers to Address the Needs of Diverse Students: Findings from a Scan of Equity-Centered Learning Modules. A Region 8 Comprehensive Center Scan
Quelle	(2021), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Needs; Student Diversity; Elementary Secondary Education; Faculty Development; Online Courses; Equal Education; Teacher Competencies; Accountability; Academic Achievement; Partnerships in Education; Skill Development; Advocacy; Progress Monitoring; Goal Orientation; Best Practices; Educational Resources; Data Use; Data Collection; Reading Instruction; Immigration; English Language Learners; LGBTQ People; Teacher Influence; Social Emotional Learning; Activism; Interpersonal Competence; Racial Bias; Social Justice; Classroom Environment; Controversial Issues (Course Content); Social Bias; Gender Bias; Caring; Trauma; Culturally Relevant Education; Student Evaluation; Poverty; Inclusion; Behavior Problems; Minority Group Students; Teacher Role; Individualized Instruction; Family School Relationship; Discipline; Success; Student Empowerment; Friendship; Consciousness Raising; Ohio + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrkunst; Verantwortung; Schulleistung; Hochschulpartnerschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialanwaltschaft; Zielorientierung; Zielvorstellung; Bildungsmittel; Data capture; Datensammlung; Leseunterricht; Aktivismus; Politischer Protest; Interpersonale Kompetenz; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Klassenklima; Unterrichtsklima; Controversial issues; Kontroverse; Geschlechterstereotyp; Care; Pflege; Sorge; Betreuung; Schulnote; Studentische Bewertung; Armut; Inklusion; Lehrerrolle; Individualisierender Unterricht; Disziplin; Erfolg; Studienberechtigung; Freundschaft; Bewusstseinsbildung
Abstract	The Diversifying the Education Profession Ohio Taskforce consists of aspiring teachers, K-12 educators, human resources personnel, educator preparation program representatives, community members, State Board of Education representation, and staff members from the Ohio Department of Education and Ohio Department of Higher Education and convened to establish a vision, goals, and recommendations for increasing Ohio's ability to serve diverse students. In this work, professional learning related to culture and climate, in addition to training on culturally responsive practices, was called out as a key strategy. According to the Learning Policy Institute, teachers who receive thorough preparation and are supported throughout their careers are both better equipped to meet the needs of diverse students and more likely to stay in the profession. Understanding this, the Ohio Department of Education partnered with the Region 8 Comprehensive Center to complete a national landscape scan of publicly accessible professional learning modules to support teachers in growing skills to address the needs of diverse student populations. The purpose of this document is to highlight online professional learning in alignment with the Diversifying the Education Profession Ohio Taskforce recommendations. Selected findings are provided from a comprehensive scan of online modules, webinars, or trainings designed to support educators in providing high-quality education to students across a wide array of backgrounds and needs. Each module provides details on the major learning objectives, module duration, availability of credentials, and alignment to the framework. (ERIC).
Anmerkungen	Region 8 Comprehensive Center. Available from: ICF Incorporated, L.L.C. 9300 Lee Highway, Fairfax, VA 22031. Tel: 800-532-4783; Tel: 703-934-3603; Fax: 703-934-3740; e-mail: info@icfi.com; Web site: https://compcenternetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01