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Science of Reading Professional Development: A Guide for School Leaders

Alisa Kaczorowski — Thu, 06 Aug 2026 13:44:36 +0000

Key takeaways

Many state legislatures are mandating Science of Reading professional development for educators and the use of approved curricula in schools for teaching students to read.
Science of Reading professional development typically centers around four widely recognized frameworks to help educators understand how the brain learns to read and learn best instructional practices for the classroom.
Science of Reading professional development has a variety of benefits for both teachers and students, including increased teacher competence in literacy instruction and higher academic gains for students.

As reading scores on standardized tests have remained stagnant, or in many cases, even plummeted in recent years, several states have moved toward passing legislation to mandate the use of evidence-based literacy practices for teaching children how to read. This is great news for students but can be very difficult for educators. Why? Because most educators have not been adequately prepared to teach reading in this way and will require extensive professional development to get up to speed. Fortunately, Science of Reading professional development and literacy curricula have become widely available in recent years.

What is the Science of Reading Professional Development?

Science of Reading professional development is training for educators on how the brain learns to read and best practices for the classroom. It is not a fad that has suddenly gained traction in education; it is based on decades of cognitive science and literacy research. Despite this fact, the Science of Reading research has been overlooked by many in the education world before finally becoming more widely recognized in recent years.

Over the past several decades, the literacy debate pendulum has swung back and forth between phonics-based literacy practices and whole-language practices being the superior method for teaching children to read. Thus, many educators currently working in schools were taught whole-language practices in their teacher preparation courses or have adopted a balanced literacy approach that combines whole-language instruction with some phonics instruction because of the curricula used and supported in their schools.

Unfortunately, study after study has shown that the whole-language and balanced literacy approaches do not align with what researchers have discovered about how the brain learns to read. Thus, despite many universities, teacher preparation courses, and literacy curricula being based on these approaches, they are not, in fact, best practice for effectively teaching children to read in a skilled manner.

Because of this, and because the Science of Reading research has become widely recognized as the answer to declining literacy rates and test scores, Science of Reading professional development has become a hot commodity for educators. Some states, including North Carolina, Ohio, and Indiana, are even requiring teachers to complete certification programs in the Science of Reading to renew their teaching license.

This Science of Reading professional development typically centers around four core frameworks that help to translate research into best practices for teachers. These frameworks include:

— These five critical components of literacy, identified by the in 2000, make up the foundation of strong reading and language skills and drive classroom reading instruction. They include phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.
— A formula developed to show that reading comprehension is the product of two key abilities, decoding and language comprehension. If one of these abilities is missing, skilled reading comprehension cannot be attained.
— A framework that explains how reading develops through word recognition and language comprehension. It helps educators understand how individual skills, such as background knowledge, verbal reasoning, and sight word recognition, develop and work together to support skilled reading.
— An instructional approach that relies on the explicit, systematic teaching of foundational reading and writing skills to meet the needs of all learners, using evidence-based elements.

These four frameworks come together in many Science of Reading professional development courses to help educators better understand that, unlike oral communication, learning to read is NOT a natural process. Teaching children to read includes far more skills than just phonics and requires differentiation for all students to be successful.

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What are the benefits of Science of Reading Professional Development?

Educators who participate in Science of Reading professional development enjoy a host of benefits, many of which are passed on to students in the classroom.

Increased Teacher Competence

Because most educators did not receive training on the cognitive science behind learning to read at the university level, Science of Reading professional development replaces the outdated literacy professional development that many educators receive over the course of their careers and helps them deepen their understanding of how the brain processes print and speech. This knowledge helps them dive deeper into the Five Pillars of Literacy and provides explicit instructional methods and classroom teaching strategies.

Increased Teacher Confidence

Additionally, increased understanding of the Science of Reading enables educators to build confidence in their ability to teach students how to read, provide differentiated support to students in the classroom, and identify learning issues earlier. This can result in increased job satisfaction and higher teacher retention.

Enhanced Student Outcomes

Because cognitive research highlights the specific foundational literacy skills that can be measured early in a child’s schooling to predict and prevent reading failure, early screening for dyslexia is a key component of many Science of Reading professional development programs. In fact, almost every state in the U.S. has passed laws around dyslexia and mandated screening of students. These early screening measures, along with the many other benefits of Science of Reading professional development, can result in higher academic gains for students.

Differentiated Instruction to Meet the Needs of All Learners

For many students, those higher academic gains result from differentiated instruction that meets their individual needs. Early screeners play a key role in identifying areas for teachers to target and providing guidance on how to best support students on their journey to becoming a skilled reader, whether they are struggling or in need of more advanced material.

Alignment to Education Legislation

Science of Reading professional development eases the pressure many teachers feel from state mandates that require evidence-based literacy practices and provides teachers with the skills necessary to adhere to their state’s specific laws.

How is Science of Reading Professional Development different from other professional development courses?

Science of Reading professional development does not align to, or teach, one specific program, method, or curriculum. Instead, it is rooted in decades of cognitive research and translated into practical classroom application for educators through the four frameworks discussed above. It focuses heavily on systematic implementation and direct, explicit instruction and is now considered the “gold standard” of teaching children to read.

Unlike many traditional professional development courses, Science of Reading professional development is often offered as credentialed programs, many of which are entirely online and self-paced. Credentialed programs are usually short, professional learning certification programs, offered by colleges and universities, with the goal of enhancing a teacher’s knowledge in one specific area of education. These programs are far less involved than a traditional degree and are often offered online, making them an attractive option for busy educators.

When seeking out Science of Reading professional development, be sure it includes foundational knowledge rooted in cognitive science and based on the four frameworks discussed in this article. Additionally, it should provide many opportunities for practical application, as well as tools that can be immediately put to use in the classroom. The professional development should also provide an overview of early screener tools, assist teachers in interpreting diagnostic assessment data, and guide them in using this data to plan differentiated instruction for students at all reading levels in the classroom. A variety of professional development resources for the Science of Reading, as well as many other topics, can be found here.

Prior to beginning any Science of Reading professional development, be sure to check your state’s individual laws and licensure requirements, particularly since many states are offering specific professional development workshops to educators and schools that align with their mandates.

�Ǹ�� offers��a variety of professional��development solutions��that improve educator��knowledge,��confidence,��and impact��on student learning. Their��professional��learning��options��include��in-person,��virtual, and��hybrid��sessions��that are tailored to district��needs and goals and��the��Everyday Teaching Essentials��online library of short, actionable online resources��that��fit��into��educators’ busy schedules.��

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Growth Mindset in Teaching: What It Means and How to Build It

Alisa Kaczorowski — Wed, 05 Aug 2026 14:08:58 +0000

Key takeaways

Growth mindset is the belief that intelligence can be expanded and developed over time rather than being a fixed trait that either you have or you don’t.
People with a growth mindset are more likely to outperform those with a fixed mindset.
There are a variety of ways teachers can support the development of a growth mindset in students in the classroom.

Research shows that developing a growth mindset results in a wide variety of positive benefits, but it is not easy or quick. Children, in particular, often have a difficult time developing a growth mindset because it requires them to be vulnerable and shift a mindset that has been ingrained into them over time. Educators play a key role in helping students to make this mindset shift, but first, they themselves must develop a growth mindset. Before diving into specific examples of developing a growth mindset as an educator and strategies for helping students in your classroom develop one as well, let’s take a look at some of the more foundational aspects of this concept.

What is a growth mindset in teaching?

A growth mindset is the belief that intelligence is not finite or a fixed trait but can be expanded and developed over time. A person with a growth mindset views challenges or obstacles as opportunities for learning rather than a roadblock that cannot be overcome. They value effort and the learning process over the outcome; they embrace mistakes as part of the learning process, and they believe in the power of “yet,” as in “I have not mastered this concept YET.”

The opposite of a growth mindset is a fixed mindset – one in which intelligence is finite. You either “get” math or you don’t. You’re either a history person or you’re not. In the case of the fixed mindset, there is no room for growth. You either have it, or you don’t, and if you don’t, there’s nothing that can be done.

In the classroom, teachers play a key role in either helping students to develop a growth mindset or keeping them stuck in a fixed mindset. Much of this depends on the teacher’s mindset, who naturally sets the tone for the classroom environment.

What are the benefits of having a growth mindset in teaching?

Research highlights the multitude of benefits that having a growth mindset can have for people. This is especially true for educators because of the domino effect that having a teacher with a growth mindset can have for students in the classroom.

Because people with a growth mindset are more likely to challenge themselves and believe they can accomplish anything, they tend to outperform those with a fixed mindset. They celebrate and take inspiration from the success of others rather than feeling threatened by it. Additionally, they are often more resilient and creative problem solvers because perseverance is a key benefit of having a growth mindset.

Over time, people who develop a growth mindset begin to view effort as necessary for mastery and thus demonstrate higher levels of intrinsic motivation and a desire for self-improvement. They learn to accept and learn from criticism and grow to depend upon constructive criticism from others.

For teachers, these traits are especially important, as they work to hone their craft and cultivate a classroom environment where learners can develop a growth mindset as well. A classroom full of learners with a growth mindset will feel very different from a classroom where a fixed mindset is prevalent. Additionally, the growth and achievement of the students in those classrooms will also vary dramatically.

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How do you develop a growth mindset in teaching?

To develop a growth mindset in teaching, educators must be willing to try new activities, learn from the process, and engage in a cycle of continuous improvement where feedback leads to reflection and reflection leads to growth.

Reflection, self-evaluation, and self-awareness are critical components in developing a growth mindset. A person must be open to receiving positive feedback, as well as constructive criticism, and understand that this feedback is key to learning and growing. Goal setting is also an important step in this process, and one that serves as a guide for the overall development of a growth mindset.

Educators who are working toward developing a growth mindset should also take the time to examine where they place value – is it on achievement or effort? Do they believe that there are “math” people and “reading” people? A close examination of these values and beliefs will be useful in planning the tone of the classroom environment they want to create for students, and further reflection and self-evaluation may be necessary if those values and beliefs don’t align with a growth mindset.

A variety of professional development resources can be found online to support educators in building some of the skills mentioned in this section.

What are examples of having a growth mindset in teaching?

There are many things you can do, as an educator, to cultivate a growth mindset mentality in your classroom. Here are just a few examples to get you thinking about your own classroom.

Talk About It

Plan a mini-lesson to introduce the concept of a growth mindset to students. Once they have a basic understanding, model and point out ways a growth mindset can be developed as opportunities arise naturally in the classroom. For instance, if a student says, “I’m just not good at this” during a particularly challenging lesson, use that as an opportunity to shift their mindset by talking about growth mindset and how mastery can be developed over time.

Model Effort and Perseverance

View your role as the classroom facilitator as a constant opportunity to model effort and perseverance for students. Of course, there will be times when you will be challenged as an educator. Demonstrate for students that, during those times, giving up is not an option. Show them how to overcome obstacles that arise and celebrate the hard work that goes into mastering a concept.

Define What Success Looks Like in Your Classroom

At the beginning of the year, be very clear with students in defining what success looks like in your classroom. It is critical that they understand, from the start, that success does not just look like an A in your class. Provide students with examples of how success might look different, for different students, throughout the year. Perhaps success looks like extraordinary effort (not necessarily achievement) on a spelling test by a student who rarely studies. For another student, success might be graciously losing at a partner math game rather than letting it ruin the rest of their day. Whatever success looks like, be sure to celebrate it as a group.

Ask Open-Ended Questions

Asking open-ended questions moves the heavy lifting of learning from the teacher to the student by allowing them the opportunity to think critically while also encouraging their natural curiosity. This puts the student in the driver’s seat, resulting in higher levels of autonomy, competence, and engagement.

Praise Student Effort

An important component of developing a growth mindset is receiving constant feedback. One way this can easily be done in the classroom is by making praise a natural and regular part of your classroom culture. Be sure that you aren’t only praising student outcomes, though. While feedback on assessments and other finished work is important, positive reinforcement of effort and perseverance is equally important and encouraging for students.

Provide Consistent and Timely Feedback to Students

Feedback, both positive and constructive, is key to developing a growth mindset. This feedback should be given consistently, both formally and informally. Additionally, feedback should be given in a timely manner. Don’t make students wait a month after turning in an essay to receive feedback. Provide feedback as soon as possible and give students the opportunity to reflect and improve their work based on that feedback.

Use a Variety of Instructional Strategies

When working to develop a growth mindset, it is natural to achieve success quickly in some areas while struggling or feeling challenged in others. By using a variety of instructional strategies in your teaching, you support the needs of all students in the classroom and give them the best chance at success.

Make Learning Meaningful

When learning connects to real life or something meaningful to students, engagement and retention increase. Students become more curious and intrinsically motivated to learn. These are all important components of developing a growth mindset.

Provide Students with Opportunities for Practice

Just like anything we teach students, we must allow them time and opportunities for practice. Developing a growth mindset takes time. Support students in this endeavor by providing them opportunities each day to be challenged, learn from their mistakes, and seek feedback.

Respond to Student Struggle in a Productive Manner

Be intentional in how you respond to a student struggling in the classroom. To facilitate the development of a growth mindset, it’s critical to create a classroom environment where it is safe to make mistakes and struggle. Your words and actions, as well as those of the other students or adults in the classroom, determine the type of mindset being cultivated.

Encourage Student Goal Setting

Teachers have so many opportunities to encourage students to set goals. Whether the goals relate to reading, math facts, or formative assessments, capitalize on these opportunities and celebrate the small successes along the way. This is how growth and the power of “yet” become visible to students.

Ensure Assessments Support the Cycle for Continuous Improvement

When planning classroom assessments, be sure to consider the cycle for continuous improvement. Use a variety of informal and formal assessments that allow students the opportunity to reflect and improve upon their work.

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Science Teacher Professional Development Guide

Michael Healey — Mon, 22 Jun 2026 17:18:00 +0000

Key takeaways

Science teacher professional development is most effective when it is practical and connected to what teachers are doing in the classroom.
Effective professional development for science teachers helps them strengthen instruction, support inquiry, use technology purposefully, and make science more meaningful for students.
Supporting science teachers also supports student curiosity, problem-solving, engagement, and confidence.

Science classrooms should be among the busiest and most engaging places in a school. The best ones are filled with questions, problem-solving, experimentation, discussion, and discovery. Students are not just memorizing key facts; they are learning how to think, observe, test ideas, revise their thinking, and better understand the world around them.

That kind of classroom does not happen by accident.

It takes careful planning, intentionally selected resources, and teachers who continue to grow in their practice. That is why science teacher professional development matters so much. Science is always changing. Instructional expectations are changing. Technology is changing. The needs of students are changing. Professional development helps science teachers keep up with these changes while staying focused on the most important part of the work: helping students learn.

Because of that, professional development has to be more than another requirement handed to teachers. ��Professional learning��should be built around the work they are already doing with students. That is especially true in science. Teachers have to balance content knowledge, safety, literacy, technology, real-world connections, and��student engagement. The most effective professional development recognizes what teachers already know and gives them time, support, and practical strategies they can use with their students.

What Is Science Teacher Professional Development?

Professional development for science teachers��is ongoing learning and support that helps to improve science instruction, deepen content knowledge, and better support student learning. It can include workshops, conferences, peer collaboration, graduate coursework, certification programs, and online learning.

Professional development should help science teachers answer important questions, such as: How do I make this concept easier for students to understand? How do I help students think more like scientists? ��How do I use labs, simulations, and technology to improve learning?

The best science teacher professional development connects directly to what teachers are doing in the classroom. It should help teachers plan stronger lessons, ask better questions, use data, and create learning experiences where students do more than just listen to a lecture.

In science, this often means helping teachers move beyond “covering content” and toward creating opportunities for students to investigate, explain, and apply what they are learning. A lesson on ecosystems, forces, matter, weather, or chemical reactions becomes more powerful when students can connect the concept to something real.

What Are the Different Types of Professional Development for Science Teachers?

There is no single model that works for every teacher or every district. The most effective approach usually includes a mix of professional learning opportunities. Science teachers benefit from both formal training and informal collaboration, especially when the learning is connected to curriculum, standards, and student needs.

One of the most common types of professional development for science teachers��is workshop-based learning opportunities. These sessions can be useful when teachers need a focused introduction to a new resource, instructional strategy, or curriculum update. An effective workshop should leave teachers with something concrete they can bring back to the classroom, not just a folder of materials they never open again.

Professional learning communities��are also valuable professional development opportunities. When science teachers meet regularly to review student work, plan lessons, discuss challenges, and share strategies, professional development becomes part of the regular work of teaching. This is often where the most meaningful learning happens.

Conferences and statewide or national science education events can expose teachers to new ideas, current research, and innovative instructional practices. Online learning has also become an important part of science professional development for teachers, especially in districts where release time, travel, or substitute coverage may be limited.

What Kinds of Certifications Can Science Teachers Get?

Certification requirements often vary by state, grade level, and teaching assignment, but science teachers often have opportunities to pursue additional credentials or certifications that improve their practice and expand their professional opportunities.

Many science teachers begin with certification in a specific area such as biology, chemistry, physics, earth science, or general science. Depending on the state, teachers may be able to add additional science certifications by completing coursework, passing content exams, or meeting experience requirements.

Additional content area certification can be helpful for both teachers and districts. A teacher certified in more than one science area generally has greater flexibility in the courses that they can teach. This can be especially valuable in smaller districts, where student needs often shift from year to year.

Some teachers pursue advanced degrees in science education, curriculum and instruction, educational technology, or a specific science field. Others may seek certifications or micro-credentials in STEM education, instructional technology, environmental science, computer science, engineering, or career and technical education.

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What Are the Benefits of Professional Development for Science Teachers?

The most obvious benefit of professional development is improved instruction. When science teachers learn new strategies, strengthen content knowledge, and reflect on their practice, students experience better lessons.

But the benefits go deeper than that.

Strong professional development can increase student engagement. Science already has an advantage here because it invites curiosity. Students want to know why things happen, how systems work, and what causes change. Professional development helps teachers turn that curiosity into structured learning opportunities. It also provides teachers with strategies and tools for asking stronger questions, designing investigations, supporting collaboration, and connecting science to real-world issues.

Professional development also helps teachers support a wider range of learners. Science vocabulary, complex texts, data analysis, and abstract concepts are often challenging for students. Teachers benefit from strategies designed to make learning accessible without lowering expectations. This may include visual models, hands-on demonstrations, peer discussion, digital media, and opportunities for students to explain their thinking in different ways.

Another benefit of science teacher professional development��is instructional consistency. When science teachers learn and work together, they are more likely to use similar language, have the same expectations, and take consistent approaches across grade levels.

5 Tips for Improving Yourself as a Science Teacher

Pay Attention to What Works

The best science teachers model curiosity. That should not stop with the students. Teachers grow when they remain curious about their own instruction. Why did one lesson work better than another? Why did students struggle with a concept that seemed clear during planning? What questions did students ask that could shape tomorrow’s lesson?

Improvement often starts with noticing. Science teachers do not need to change everything at once. Sometimes, one small adjustment can make a major difference.

Connect Science to the Real World

Students are more likely to engage when science feels relevant. This does not mean every lesson needs to be flashy or complicated. It means students should understand why what’s being taught matters.

Science is easier for students to understand when they can see it in action around them. For example, weather connects to storms, safety, and the decisions people make every day. Energy connects to homes, transportation, and the environment. Cells connect to health, medicine, and the human body.

Resources such as��virtual field trips��can help students see science beyond the classroom and connect lessons to careers, places, and real-world challenges.

Help Students Read, Write, and Think Like Scientists

Science teachers are also literacy teachers, whether they see themselves that way or not. Students need to read scientific information, interpret data, write explanations, use evidence, and communicate conclusions.

A big part of this is giving students time to talk and write like scientists. They need opportunities to explain what they notice, use evidence to support their thinking, learn vocabulary as part of the lesson, and work through difficult ideas aloud before they are expected to write about them.

When students learn how to explain science clearly, they tend to understand the subject more deeply.

Make Technology Support the Learning

Technology can make science more visual, interactive, and accessible. Simulations, videos, virtual labs, and modeling tools can help students see things that are too small, too large, too fast, or too dangerous to observe directly.

But technology should never be used just because it is available. The question should always be: Does this help students better understand the concept? Professional growth in this area means becoming more selective and intentional about the technology used in the classroom.

Learn From Other Science Teachers

Science teachers should not have to grow in isolation. Some of the best professional learning happens when teachers work together, share lessons, look at student work, and talk honestly about what is actually happening in the classroom.

Sometimes the most useful conversations are the simplest ones: How did you teach this? What lab worked well? Where did students get stuck? What would you change next time?

Those conversations help strengthen instruction across a department or school. They also reinforce an important point: professional growth should be a shared responsibility, not something left solely to individual teachers.

Why Science Teacher Support Matters

Science professional development for teachers��is not just about attending a workshop or taking another online course. It is about helping teachers keep growing so students have better, more engaging science learning experiences.

When professional development is practical, ongoing, and connected to real classroom needs, it helps teachers strengthen their practice and helps students learn. It also helps create a school culture in which curiosity, reflection, and growth are expected of everyone.

That is what we should want from science education. Not just students who know more science, but students who think more scientifically. That starts with teachers who are supported as learners, too.

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�Ǹ�� offers��a variety of��professional��development��solutions��that improve educator��knowledge,��confidence,��and impact��on student learning. Their��professional��learning��options��include��in-person,��virtual, and��hybrid��sessions��that are tailored to district��needs and goals and��the��Everyday Teaching Essentials��online library of short, actionable online resources��that��fit��into��educators’ busy schedules.��

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STEM Teacher Professional Development Guide

Michael Healey — Wed, 10 Jun 2026 14:42:38 +0000

Key takeaways

STEM professional development helps teachers plan lessons where students do more than learn about a topic; they test ideas, solve problems, and apply what they are learning.
STEM teachers need support with aspects of instruction that can be challenging to manage, including design challenges, group work, technology use, inquiry-based learning, and reflection.
The goal of STEM learning is not only to prepare students for STEM careers. It is to help students become more confident problem-solvers who can use science, technology, engineering, and math in meaningful ways.

In schools, we talk a lot about preparing students for the future. That can mean many different things: being ready for college, careers, civic life, technology, communication, or solving problems without a clear answer.

STEM should not be treated like something extra or separate from the rest of the curriculum. It is bigger than robotics, coding, advanced math, or science labs. Those are certainly part of it, but STEM is much broader than that. It helps students ask questions, investigate problems, test ideas, work with others, and apply what they are learning in useful ways.

Creating that kind of instruction takes careful planning, the right resources, and teachers who continue to grow in their practice. This is why STEM professional development is so important. Teachers need support as they help students connect science, technology, engineering, and math in meaningful, manageable ways.

Considering this,��professional learning should be built around the work teachers are already doing with students. That is especially true in STEM, where teachers have to balance content knowledge, collaboration, technology, real-world problem-solving, and student engagement.

What Is STEM Teacher Professional Development?

STEM teacher professional development is ongoing learning and support that helps teachers improve the STEM instruction they provide to students. It can include workshops, conferences, professional learning communities, peer collaboration, coaching, online learning, graduate coursework, certification programs, and curriculum planning.

The goal of this professional development is not just to give teachers more information. The goal is to help teachers create better learning experiences for students. In STEM, the goal is to help students move from simply learning about a topic to applying that learning. They may be testing a design, comparing data, using a new technology, working through a challenge with classmates, or explaining why one solution makes more sense than another.

Effective STEM professional development helps teachers think through the decisions that make a lesson better; it helps answer questions such as: Where will students need support? When should the teacher step in? How does this connect to something real? How can technology make the learning clearer instead of simply answering a question? Those questions keep STEM instruction focused on what students are actually learning.

The best STEM education professional development connects directly to what teachers are already doing in their classrooms. It helps teachers develop more impactful lessons, ask better questions, and create opportunities for students to take an active role in their learning.

What Are the Different Types of Professional Development for STEM Teachers?

STEM professional development can take several forms, but the format matters less than the connection to classroom practice. STEM teachers need support with the real decisions that arise during instruction: how to structure a design challenge, how much direction to give students, how to manage group work, how to assess problem-solving, and how to help students learn from a first failed attempt.

Some of that learning may happen through workshops or training sessions, especially when teachers are using a new resource, curriculum, or technology. But the most useful learning usually continues after the initial training. Teachers need time to try ideas with students, look at what worked, and make adjustments.

Collaboration is especially important in STEM because the work often crosses subject areas. A science teacher, a math teacher, a technology teacher, and a CTE teacher may all approach the same problem differently. When they have time to plan together, they can create more meaningful learning experiences and help students see how the subjects connect.

STEM teachers also benefit from seeing examples in action. That might include observing a colleague or looking at how another teacher organizes materials, groups, time, and assessment. These details are important because STEM lessons often require more than just a good idea. They also require clear planning and enough structure to let students explore without the lesson getting off track.

Online learning can also play an important role in professional development, especially when teachers need flexible support around specific topics such as coding, robotics, engineering, simulations, or career-related learning. The key is making sure those opportunities lead back to instruction. Professional development should help teachers feel better prepared to deliver STEM learning to students in an organized, purposeful, and realistic way.

What Kinds of Certifications Can STEM Teachers Get?

Certification requirements vary by state, grade level, and teaching assignment, so teachers should always check their school’s expectations. In general, STEM teachers may begin with certification in areas such as elementary education, science, mathematics, technology education, computer science, or career and technical education.

Some teachers may choose to add certifications in additional content areas. A science teacher may add another science certification. A math teacher may pursue a certification in computer science or technology education. An elementary teacher may pursue additional coursework or endorsements related to STEM instruction, math, science, or instructional technology.

Additional certifications can also help teachers grow into the kinds of STEM opportunities schools want to offer students. For example, a teacher with a background in science who adds training in computer science, engineering, technology, or CTE may be better prepared to support robotics, design challenges, coding, environmental projects, or career-focused STEM courses. The value is not just in adding another credential. It is in helping teachers bring broader experiences and more options back to students.

Some teachers pursue advanced degrees in STEM education, curriculum and instruction, science education, math education, instructional technology, or educational leadership. Others may pursue micro-credentials or professional certificates in areas such as robotics, coding, engineering, environmental science, computer science, or project-based learning.

The most important question is what teachers can do with that learning. A certification, course, or micro-credential should help teachers feel more prepared to design meaningful STEM lessons, support students through problem-solving, and create more opportunities for students to see STEM in action.

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What Are the Benefits of Professional Development for STEM Teachers?

One of the clearest benefits of STEM education professional development is that it helps teachers feel more prepared to design learning that goes beyond a traditional lesson. STEM often asks students to build, test, discuss, revise, and explain. That requires planning and a clear purpose. Professional development can help teachers think through those details before students are in the middle of the work.

It can also help teachers make STEM learning more accessible. Some students may feel comfortable with the science or math side of a task, while others may be more confident with building, drawing, coding, organizing materials, or explaining the group’s thinking. Students do not all connect with STEM in the same way. Professional learning can help teachers plan for those different entry points without lowering expectations.

Another benefit is that it helps teachers plan for inquiry-based learning. STEM-based lessons are most successful when the task is clear, and students understand what they are trying to solve. Teachers need strategies for grouping students, setting expectations, asking the right questions, and deciding when to intervene or when to let students work through a problem. Those are skills that improve with support and practice.

STEM professional development also helps teachers connect learning across subjects. Students should be able to see how science, technology, engineering, and math work together. When teachers have time to plan those connections, STEM becomes more than a project. It becomes a meaningful learning experience.

5 Tips for Improving Yourself as a STEM Teacher

1. Start With a Problem Students Understand

A good STEM lesson usually starts with a simple problem students can understand. It might be a design challenge, a local issue, a data question, or a situation where students need to create a solution.

The clearer the problem is, the easier it is for students to stay focused. Before the lesson begins, teachers should be able to answer a few basic questions: What are students trying to solve? What information do they need? What will they create, test, or explain? How will they know if their solution makes sense?

2. Let Students Test, Revise, and Try Again

STEM learning should give students opportunities to think, test, and revise. If every step is already mapped out for them, they may complete the task, but they are not really doing the problem-solving.

That does not mean students should be left to solve every problem out on their own. They still need structure, clear directions, and support. The goal is to give students enough guidance to stay focused while still giving them room to make mistakes, learn from them, and improve their work.

3. Help Students See the Purpose of STEM

Students are more likely to connect with STEM when they understand the problem they are working on. That might mean designing something that must meet certain constraints, using data to inform a decision, or improving a solution after it fails the first time. The connection does not have to be complicated; students just need to see that the work has a purpose beyond completing the assignment.

This is where teachers can make a big difference. A simple question, example, or challenge can help students see STEM as something they use, not just something they study.

4. Let Technology Support the Learning

Technology can support STEM instruction when it helps students do something they could not do as easily otherwise. A simulation, video, digital model, coding tool, or data platform should help students see an idea more clearly, test a solution, create something, or better understand the concept.

Before using a new technology, it helps to ask: What will this help students do that they could not do without it? If the answer is clear, the technology probably has a purpose. If not, it may just be adding an activity without adding much learning.

5. Reflect After the Lesson

STEM lessons do not always go exactly as planned. Students may need more direction than expected, the challenge may need to be adjusted, or the best learning may come from an unplanned moment.

That is where reflection helps. After a lesson, teachers can ask, Did they understand the problem? Were my directions clear? Where did they get stuck? What would I change the next time I teach this?

Even a few minutes of reflection can help make the next STEM lesson clearer, more focused, and more effective.

Making STEM Learning Meaningful

STEM instruction is most effective when students have the opportunity to think, question, and revise, but that kind of learning does not happen without professional development and support. Teachers need to know how to structure the lesson, when to step in, when to let students struggle, and how to help students make sense of what they learned.

The most effective STEM professional development gives teachers the time to improve their teaching, try new approaches, and make STEM-based learning more manageable in the classroom. It also helps schools move beyond one-time activities and build STEM experiences that are connected and meaningful for students.

When teachers have the support they need, students are more likely to see STEM as something they can understand, use, and connect to the world around them.

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Professional Development for Math Teachers: A Complete Guide

Michael Healey — Mon, 01 Jun 2026 17:20:56 +0000

Key takeaways

Professional development for math teachers is most effective when it is classroom-based and connected to the real challenges teachers face when helping students understand math.
Effective math instruction is not just about getting correct answers. It is about helping students explain their thinking, work through confusion, and build confidence as problem-solvers.
Elementary math professional development is especially important because early math experiences can shape how students see themselves as learners for years to come.

Math is one of those subjects that can shape how students see themselves as learners. Some students see math as a challenge they can work through. Others decide early that they are “not a math person.” Once that belief takes hold, it can be difficult to change.

That is why math professional development for teachers��matters so much. The way students experience math, especially in the early grades, can influence their confidence for years, which is why math professional development for elementary teachers��is such an important part of building strong early math instruction. When teachers have the support, strategies, and time to grow in their practice, students benefit.

I have always believed that some of the best math teachers are not always the people for whom math came easily. Often, they were students who had to work through it on their own to understand it. Because of that, they know what it feels like when a concept does not click right away. They know when to slow down, explain an idea in a different way, and help students build confidence when math does not feel natural at first.

That kind of perspective matters, but teachers also need time and support to keep strengthening their practice. That is one reason strong math professional development matters. A single PD session can introduce an idea, but real improvement happens when teachers are given the time to practice, reflect, and adjust. That kind of ongoing professional learning helps teachers strengthen their practice in ways that directly support students.

What Is Math Teacher Professional Development?

Math teacher professional development is PD designed to help teachers improve how they teach math. It may focus on content knowledge, instructional strategies, assessment, intervention, technology integration, or student engagement.

Effective professional development for math teachers��helps them answer the questions that matter most, including: How do I help students understand the concept, not just memorize the steps? How do I support students who are falling behind without holding others back? How do I know when students really understand?

Meaningful professional development also helps teachers feel more confident. Not every elementary teacher enters the classroom feeling equally comfortable teaching math. Many are excellent educators who still want more support with math content and instructional routines. Elementary math professional development can help teachers strengthen both their understanding of the content and their ability to teach it clearly.

What Are the Different Types of Professional Development for Math Teachers?

There is no single model of professional development��that works for every teacher or every school. The most effective approach usually includes a mix of learning opportunities.

Workshops and training sessions can be helpful when teachers are learning a new curriculum, instructional model, or assessment approach. These sessions work best when they are focused and connected to what teachers are expected to do in the classroom.

Professional learning communities, or PLCs, also help to support teacher improvement. When teachers meet on a regular basis to review student work, discuss lessons, examine data, and plan, professional development becomes part of the school’s expected routine.

Online learning and self-paced modules can provide flexibility, especially when teachers need support on a specific topic. Peer observation can also be powerful because teachers learn a great deal by watching one another teach, discussing what worked, and reflecting on student learning.

For school administrators, the most important step in effective math professional development for teachers��is alignment. Professional development needs to connect to curriculum, student needs, district goals, and classroom realities. If teachers cannot see how the training connects to their daily work, it is unlikely to have a lasting impact.

What Kinds of Certifications Can Math Teachers Get?

Certification requirements vary by state, grade level, and teaching assignment, so teachers should always check their state education department or certification office for specific requirements. In general, math-related certifications may include elementary education certification, middle school mathematics certification, secondary mathematics certification, or additional math instruction endorsements.

Some teachers may opt to pursue advanced coursework in mathematics education, curriculum and instruction, special education, educational technology, or intervention. Others may complete subject-specific assessments required by their state, such as math content exams used for certification or additional teaching areas.

Not every professional learning opportunity needs to lead to a new degree or certification, though. Teachers can also build skills through targeted learning in areas such as math intervention, differentiated instruction, data use, or technology integration. For many teachers, those focused opportunities are the most useful because they connect directly to the challenges they are seeing in the classroom.

For elementary teachers, the goal is not always to become a math specialist. Sometimes the goal is to become more confident and effective with the math they teach every day. That is why math professional development for elementary teachers��should be practical, classroom-based, and connected to the concepts students need most.

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What Are the Benefits of Professional Development for Math Teachers?

The biggest benefit of math professional development for teachers��is improved instruction. When teachers strengthen their own understanding of math and learn effective strategies for teaching it, students are more likely to develop a real understanding.

Another benefit is stronger intervention. In every school, there are students who struggle with math. Professional development can help teachers identify where students are getting stuck and respond with strategies that address the actual gap. That is different from simply reteaching the same lesson in the same way.

Professional development also helps schools get on the same page. When teachers use the same language, expectations, and instructional approaches, students have a clearer path from one grade level to the next.

It also matters for teachers. Most teachers want to keep improving, but to do that, professional development has to feel useful and relevant. When it connects to the real work happening in the classroom, professional development for math teachers��feels supportive rather than like one more thing added to their list of requirements.

Ultimately, professional development is not just about adult learning. It is about improving students’ daily classroom experience. The goal is to give teachers practical support they can use to help students learn, grow, and build confidence in math.

5 Tips for Improving Yourself as a Math Teacher

1. Pay Attention To How Students Think

Obviously, correct answers matter, but they do not always show what students understand. A student may follow a procedure correctly without understanding the concept behind it. Another student may make a small error but demonstrate solid mathematical thinking.

One of the best ways to grow as a math teacher is to listen carefully to how students explain their thinking. Ask students how they arrived at their answer. Ask them to compare strategies. Ask them what makes sense and what still feels confusing.

2. Give Students Chances To Explain Their Thinking

Math classrooms should give students the opportunity to talk through their thinking. That does not mean every lesson needs to turn into a full-class discussion. It just means students need regular chances to explain how they solved a problem, ask questions, and hear how other students approached the same idea.

Teachers can help here by using think-pair-share conversations and prompts that give students a way to explain their thinking. Over time, students begin to see that math is not just about getting an answer quickly. It is about working through a problem and understanding why the answer makes sense.

3. Use Assessment to Adjust Instruction

One of the most important, and sometimes overlooked, parts of math instruction is using assessment to decide what happens next.

Assessment should do more than produce a grade. It should help teachers understand what students know, where they are confused, and what they need next.

Informal check-ins, exit tickets, student explanations, and small-group observations can all provide teachers with useful information. The key is to actually use that information. Sometimes that means reteaching a concept. Sometimes it means using a different model or example. Sometimes it means giving students more practice or moving them into a more challenging task when they are ready.

4. Learn With Other Teachers

Improving instruction should not be left solely to individual teachers. Some of the best professional learning happens when teachers work together, look at student work, and talk honestly about what is working. That can happen through formal processes such as grade-level meetings, department meetings, or PLCs, but it can also happen in everyday planning conversations with fellow teachers.

The important thing is to keep the conversation focused on students: What did they understand? Where did they struggle? What worked? What should we try next?

Those are the types of questions that keep professional development and professional learning focused on student improvement.

5. Keep The Work Practical

Professional development does not always require a major shift in how we operate. Sometimes improvement comes from small, consistent adjustments: asking better questions, using a clearer visual model, giving students more time to explain, or planning one stronger problem-solving task.

That is important because teachers are already managing a lot. The best professional development for math teachers��respects that reality. It gives teachers tools they can actually use, not just ideas to think about later.

Supporting Math Teachers Supports Students

The experience of learning math can last a long time. It shapes how students solve problems, approach challenges, and feel confident as learners. When students believe they can understand math, they are more likely to keep trying when the work becomes difficult.

That belief does not happen by accident. It is built through strong instruction, supportive classrooms, and teachers who continue to grow in their practice.

Elementary math professional development��is especially important because it supports the teachers who help students build the foundations of their early math learning. Those early experiences matter. They can either open doors for students or create barriers that become harder to overcome later.

That is why schools should view math professional development for teachers��as more than a compliance requirement. It is an investment in better instruction, stronger teacher confidence, and improved student learning.

When professional development is practical, aligned, and ongoing, it helps teachers do what they entered the profession to do: help students learn, grow, and see what is possible.

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Professional Development for Social Studies Teachers: A Complete Guide

Michael Healey — Thu, 28 May 2026 15:38:56 +0000

Key takeaways

Professional development for social studies teachers helps make lessons more relevant and meaningful for students.
Effective social studies instruction helps students ask better questions, use evidence, understand different perspectives, and discuss issues respectfully.
Supporting social studies teachers also supports student literacy, civic readiness, critical thinking, and student voice.

Social studies has always been one of the most important areas of instruction in our schools, but I would argue that its importance has only grown in recent years. Students are growing up in a world surrounded by information, opinions, headlines, algorithms, conflict, and constant change. They are asked to make sense of events in real time, often before they have the background knowledge or critical thinking tools needed to fully understand them.

That is why social studies instruction matters so much.

Social studies is not just about memorizing dates, names, places, or historical events. Don’t get me wrong, those are important; students need facts, context, and a strong foundation. But effective social studies teaching goes further than that. It helps students ask better questions, evaluate evidence, consider multiple perspectives, understand cause and effect, and see themselves as part of a larger community.

That kind of teaching does not happen by accident. It requires thoughtful planning, strong content knowledge, and a willingness to keep learning.

This is where professional development becomes essential. The most effective social studies teachers I have worked with are reflective. They care deeply about their subject area, but they also care about whether students are actually connecting with it. They are willing to adjust, refine, and rethink their practice. For social studies teachers in particular, professional learning can provide the time, tools, and support needed to make instruction more relevant, more engaging, and more meaningful for students.

Investing in professional learning for social studies teachers is also an investment in civic readiness, literacy, classroom discussion, and student voice. It helps ensure that social studies remains a living, relevant subject, not just a course students complete.

What Is Social Studies Teacher Professional Development?

Social studies professional development helps teachers continue building their content knowledge and improve their teaching. That can happen through workshops, conferences, curriculum planning, collaboration with colleagues, or professional learning communities.

The most effective professional development is not simply a one-time session where teachers listen to a presentation and return to class with a packet of ideas. Relevant, effective professional development gives teachers something they can actually use with their students.

For social studies teachers, professional development often focuses on helping students analyze sources, think critically, use data, discuss civic issues, and connect current events to what they are learning. It also places greater emphasis on media literacy, which is becoming increasingly important as students learn to distinguish between credible and non-credible information.

Social studies professional development is about building classrooms where students think critically, learn to ask better questions, and work through issues respectfully and productively.

What Are the Different Types of Professional Development for Social Studies Teachers?

There is no single best model for professional development because every teacher, school, and community has different needs. A new teacher may need support with pacing, classroom discussion, or assessment. A more experienced teacher may be looking for new ways to use inquiry, technology, or interdisciplinary projects. A department may simply need time to review the curriculum together and ensure instruction is aligned across grade levels.

One common form of professional development is content-focused training. This helps teachers deepen their understanding of history, geography, economics, civics, government, and culture. This type of learning is valuable because social studies teachers are often responsible for covering broad periods of time, complex events, and multiple disciplines. The more confident teachers are in the content, the better they can help students make connections.

Professional learning communities, or PLCs, are also a powerful form of professional development for social studies teachers. Dedicated collaboration time allows teachers the chance to slow down and ask important questions: What do we want students to understand? Where are they struggling? How can we help them think more deeply?

The key is balance. Teachers need inspiration, but they also need support with implementation. They need big ideas, but they also need examples, planning time, and practical tools.

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What Kinds of Certifications Can Social Studies Teachers Get?

Certification requirements vary by state, so teachers should always check the expectations in their state. Beyond the required certification, many social studies teachers also look for ways to keep building both their content knowledge and their teaching practice.

For some teachers, that may mean graduate work in education, curriculum and instruction, literacy, educational administration, political science, economics, or public policy. For others, it may mean targeted professional learning in areas that support the day-to-day work of a social studies classroom, like supporting English language learners, special education, or instructional technology.

While certifications and credentials can be valuable, they should never be viewed only as items to add to a resume. The real value is in what teachers bring back to the classroom. Meaningful professional development for social studies teachers should help students think more clearly, participate more fully, and understand the world more deeply.

What Are the Benefits of Professional Development for Social Studies Teachers?

One of the greatest benefits of professional development is that it helps teachers keep instruction relevant. Social studies is connected to the world students see every day. Elections, court decisions, international conflicts, economic trends, community issues, and public debates all help students understand why social studies matters.

Professional development can help teachers make those connections thoughtfully. It can provide strategies for using current events without turning the classroom into an unguided debate. It can also help teachers connect today’s issues to historical patterns, civic principles, economic concepts, and geographic realities.

There are benefits for the classroom and school environment as well. In an effective social studies classroom, students learn how to listen to one another. They learn that disagreement does not have to become disrespect. They learn that complex issues require careful thought. These are academic skills, but they are also life skills.

5 Tips for Improving Yourself as a Social Studies Teacher

1. Keep Learning the Content Yourself

Students can tell when a teacher understands the material they are teaching. That does not mean teachers need to know every detail about every topic. No one does. But strong background knowledge helps teachers explain concepts clearly, respond to student questions, and make better decisions about what to focus on.

A good habit for social studies teachers is to keep reading. That might include history, biographies, journalism, speeches, essays, current events, and local history. The more teachers build their own background knowledge, the easier it is to help students make connections across topics, time periods, and current events.

2. Help Students Understand How To Ask Better Questions

Effective social studies teachers know how to ask the right questions. Why did this happen? Who benefited? Who was left out? What changed? What stayed the same? What evidence supports this claim?

When students learn to ask these meaningful questions, they become more active participants in their own learning. Instead of waiting for the teacher to provide the answer, they begin to think like historians, economists, and engaged citizens.

3. Make Primary Sources Meaningful

Primary sources can make history feel real, but they require context. A speech, photograph, newspaper article, political cartoon, map, letter, or legal document can pique students’ interest and create opportunities for deeper learning. However, students need support as they learn to analyze those materials.

Teachers should help students notice important details about the source: who created the source, when it was created, why it was created, and what it reveals. Just as importantly, students should ask what the source does not show. These habits help students develop critical thinking skills.

4. Teach Discussion As A Skill

As educators, we sometimes assume students know how to discuss complex topics. But how to have an effective classroom discussion has to be taught. Students need clear expectations, prompts, roles, guidance on using evidence, and opportunities to practice.

An effective classroom discussion does not mean everyone agrees. It means students learn how to support their thinking, listen to others, ask better follow-up questions, and disagree respectfully. From my perspective, that is one of the most valuable things social studies can teach.

5. Connect Big Concepts To Local Examples

Some of the best social studies lessons help students see how big ideas show up in their own communities. The government might connect to a town board meeting. Economics might connect to local businesses. Immigration might connect to local history. Geography might connect to roads, land use, transportation, or environmental issues that students see every day.

Students should understand that social studies is not only about distant places or long-ago events. It is also about the communities they live in and the choices people make together.

Supporting Social Studies Teachers Supports Students

Teaching social studies isn’t just about helping students remember dates, names, and events. The bigger goal is helping students to understand different points of view and think more critically of the world around them.

That is why professional development for social studies teachers is so important. The best professional learning gives teachers time to build their own knowledge, work with colleagues, examine resources, and strengthen the way they support students. It helps create classrooms where students read closely, write with evidence, listen respectfully, and learn how to think independently.

When schools invest in social studies teachers, they are also investing in civic readiness, critical thinking, and student voice. Those are skills students need far beyond the classroom.

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Time Management Strategies for Teachers: Improve Your Classroom Routine

Heather Hinde — Mon, 16 Mar 2026 17:41:56 +0000

Key takeaways

Strong systems and routines create the foundation for effective time management.
Teachers should protect the time that matters most—face-to-face instruction with students.
Teachers' time management improves through practice, collaboration, and the use of helpful tools.

Why Time Management Matters for Teachers

There is never enough time in the day when looking through the eyes of a teacher. In fact, that is one of the reasons I enjoyed teaching at first. I loved how my days flew by. I was never staring aimlessly at the clock, waiting for the day to end. It was the exact opposite. In fact, I quickly learned that all I wanted was time to just slow down!

We all know this feeling. We know it well. If only we had more time.

There are many reasons teachers need time management strategies:

There is so much content to cover throughout the year.
Students have many different needs and learning styles.
Quality lessons take time to plan.
Documentation for students—also known as paperwork!
There simply is not enough time.

This is why teachers’ time management is so essential. It requires intentionally checking the clock and making time to practice strategies to improve how we manage our day. Like many skills in teaching, time management improves with practice. Over time, systems and routines begin to support stronger teachers’ time management habits.

There are many strategies that teachers can use to create more time for themselves and their students. A teacher’s daily schedule has to balance instruction, planning, classroom management, relationships with students, student needs, and, let us not forget, our own self-care. Teaching requires constant time-related decision-making. Teachers who implement time management strategies are on the path to accomplishing more throughout the school year.

Time management for teachers involves creating systems, routines, and planning strategies that help teachers maximize instructional time while still meeting the many needs of their students.

Build a Strong Foundation for Time Management

Starting the year off strong helps teachers and students move through the day successfully. Creating systems, routines, and procedures in your classroom helps teachers manage their time more effectively throughout the year.

These are the fundamentals of time management for teachers. They come together to create a strong foundation for success.

Foundational pieces of time management include:

Have a visual schedule
Understand and follow your
Set up systems, practice routines, and procedures

Planning ahead to create these foundational systems allows you to manage your time better, so there is minimal wasted time from bell to bell. It is all about systems and procedures.

This can range from how students enter the classroom to how and when they solve social problems with their peers. When these systems are clear and practiced regularly, both teachers and students know what to expect, and valuable instructional time is protected.

Work with Students to Improve Time Management

Another important part of teachers’ time management is working together with students to improve transition times.

But in order to do this, it is important to reflect on the following questions:

What are my transitions like in my classroom?
How long do transitions take?
What are the major transitions in my classroom that take up the most time?
How can I actively decrease transition time?

When teachers are aware of transitions, they are better able to make the most of their day.

For example, you could set a timer when students return from recess. This allows you to evaluate exactly how long it takes them to get settled and get their materials out. This information can be documented and discussed with students, outlining ways they can work with you to improve the transition.

You can then set a goal for the next recess or the following day. Have a discussion with students and set a new goal, or celebrate when the goal is achieved. This strategy can be applied to virtually any transition in the classroom.

The key is to involve students in the process, celebrate wins, and work together to improve.

Take Advantage of Collaboration

Another helpful time-management strategy for teachers is collaboration.

Teachers can work together with colleagues to save time. Sharing resources is one way teachers can avoid doing everything themselves all the time. Some teachers have the opportunity to specialize in one subject area. For example, in elementary school settings, some teachers may focus more on science or another content area.

This approach allows teachers to adjust instruction based on student needs without having to plan every subject area all the time. Teachers can also work with administrators to explore how their school’s structures support efficiency and student understanding while helping improve teachers’ time management.

Many teachers develop helpful strategies for managing time in their classrooms, and talking with colleagues about these strategies can be extremely valuable.

By sharing ideas, teachers can:

learn new ways to organize their time
reduce unnecessary work
improve classroom systems

Collaboration allows teachers to support one another and strengthen their time management practices over time.

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The Right Tools Help Teachers' Time Management

The right tools can also support teachers’ time management. Technology, for example, can be a helpful way to save time. Digital tools can help teachers reduce repetitive tasks and organize materials more efficiently.

Programs like �Ǹ�� provide a wide range of resources on their K-12 online learning platform. Tools like this allow teachers to spend more time where it matters most—working face-to-face with students.

Classroom systems and procedures also support strong time management for teachers. For example:

independent learning stations
structured activities
small group instruction rotations

These systems allow students to remain engaged while teachers work with individual students or small groups. This way, teachers can make time for specific learning needs.

Another helpful tool for teachers’ time management is using a timer. At first, this might feel a little awkward, but timers can help teachers manage pacing during lessons. For example, if phonics instruction is planned for fifteen minutes each day, setting a timer can help you stay aware of pacing.

Using a timer helps you better understand what 15 minutes actually feels like during a lesson. It can also help you recognize where students may struggle and prevent the lesson from drifting off topic.

Timers can help save time in many aspects of teaching, such as:

helping students transition between activities
providing cues for movement
helping students learn how to manage their own time

Students can even set timers during independent work time. Over time, time management becomes a learning experience for everyone in the classroom.

It may take some trial and error at first, but eventually, teachers become more comfortable managing pacing and instruction.

Bringing It All Together

Time management takes practice, and it looks different for every teacher.

However, strong systems, routines, and planning can help all teachers improve their time management throughout the school year.

Using strategies and tools such as collaboration, technology, and classroom procedures can help teachers focus on what matters most—working directly with students and supporting their learning.

Always remember to look at your clock with purpose.

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Teacher Burnout: What It Is, Key Statistics, Symptoms, and Prevention Strategies

Dr. Becky Cahill — Tue, 23 Dec 2025 18:24:51 +0000

Key takeaways

Teacher burnout is widespread and more severe than in other professions.
Burnout harms not just teachers, but students and schools as a whole.
Preventing burnout requires systemic, ongoing leadership and culture changes.

All occupations have the potential to cause burnout or feelings of exhaustion. However, educators are reporting stress and anxiety at higher rates than ever before. To protect the academic future of our children, it is important to identify and address the causes of teacher burnout. Steps can be taken to enhance educational leadership, foster a positive school culture, and promote teacher agency. Leaders and teachers can work together to build systems and procedures with an awareness of the increasing demands placed on educators. These intentional choices should be proactive and ongoing, as there is no one-time solution for this problem. The school environment should foster relationships among all stakeholders to support educators and promote a collaborative approach. Teachers should be treated as professionals with ownership in school decision-making.

What Is Teacher Burnout?

Teacher burnout is a term used to describe feelings of physical, mental, and emotional exhaustion caused by chronic stress. Although stress is a normal human reaction, prolonged exposure to stressors places a burden on the body. When stress becomes chronic, it can contribute to negative physical and mental outcomes. Professional burnout is possible within any occupational setting where demands are increasing, and the associated stress negatively impacts overall well-being.

Reports of increased stress and teacher burnout have been areas of concern for decades, but in recent years, the incidences of teacher burnout and the negative impacts on education have skyrocketed. Historically, teacher burnout was felt during the workday, while trying to juggling student needs with other required duties.�� However, teachers now report physical symptoms and illnesses, constant feelings of apathy or sadness, and a desire to leave the profession that extends well beyond the school day. This trend is seen in research studies worldwide.

Along with the impact of teacher burnout on an individual, there are repercussions for students and colleagues. Teachers dealing with chronic stress leading to burnout are not able to build relationships with children or adults, struggle with emotional dysregulation, and have impaired executive functioning skills. For each educator dealing with teacher burnout, there is a classroom full of students who have lost access to the most important factor in their academic success. Addressing the causes of burnout is not just about teachers. Combating this issue is a critical element in the overall success of a school.

Teacher Burnout Statistics

Researchers have been interested in the causes, symptoms, and impacts of teacher burnout for over 50 years. Findings suggest that teaching is a challenging profession because it combines both institutional requirements and constant interpersonal interactions. Basically, to teach is to simultaneously manage people and tasks, all day, every day. Historically, it was an unspoken truth that teacher work requirements extended beyond their contact hours; whether it be lesson planning, grading, or creating class materials. This expectation that teachers are willing to work on their own time gave the impression that teachers could ‘do it all’. However, since 2020, there have been a number of changes that have shifted the educational landscape and led to an increased feeling of teacher burnout. The changes include the impact of technology, escalating student behaviors, increased state legislation, increased social media, and changing parent expectations about teacher responsibilities and availability.

The RAND Education and Labor Division published results from the State of the American Teacher Survey in June 2025.�� The survey was funded by the National Education Association and the National Federation of Teachers. Teacher burnout statistics are a clear indication of a need for change in education.��

62% of teachers stated they experienced high levels of job-related stress
- Compared to 33% of working adults in other professions
21% of teachers stated they have difficulty coping with stress from the job
- Compared to 9% of working adults in other professions
19% of teachers reported symptoms of depression
- Compared to 12% of working adults in other professions
53% of teachers shared feelings of burnout
- Compared to 39% of working adults in other professions

As part of the survey, teachers were asked to share the sources of their job-related stress. The most frequent response were:

Managing student behavior
Low salary
Administrative work outside of classroom instruction
- This contributes to the 10 hours a week that teachers work on their own time (on average)
Supporting students’ mental health and wellbeing

Teachers at different levels feel stress for different reasons. Teachers at the elementary level and those serving in special needs classrooms are required to spend more time, energy, and physical and emotional output to teach the students. Teachers at the secondary level share feelings of stress related to preparing class materials based on the difficulty of the subject area.

Numbers related to stress and burnout have decreased from an all-time high during the 2023-2024 school year. Some researchers posit that the decrease is cause for optimism. Although other researchers suggest caution when reviewing data from 2025, since the current numbers are still higher than findings from any of the last five decades.

What Causes Teacher Burnout?

Addressing the issue of teacher burnout would be less of a challenge if there were simple causes. Unfortunately, the elements that contribute to teacher burnout are not all new and have become more complicated. Edward Iwanicki was a professor of educational administration at the University of Connecticut, and he created an enduring framework for viewing the causes of burnout. Iwanicki’s model recognized three sources of stressors that could lead to teacher burnout. These included organizational pressures, role-related stress, and societal stress.�� When Iwanicki authored his research in the 1980s, he could not have imagined some of the issues current teachers are facing. However, his model of categorizing stressors is still relevant when examining causes of teacher burnout.

Organizational Pressures

Organizational pressures are the elements of teaching controlled by school or district leaders. These factors impact the daily structure of a school day.

An increasing workload
Insufficient time during working hours
Large class sizes
- Large classes add pressure to teachers due to grading requirements, classroom management, and allocation of resources.
Increased state legislation
Loss of teacher autonomy

Role-Related Stress

Role-related stressors exist when a teacher feels unprepared for the environment in which they are teaching.�� This can include dealing with less positive interpersonal relationships or feelings of inadequacy.

Less time to develop collegial or student relationships
Escalating student behaviors
- This is a large issue because it impacts the emotional and academic success of everyone in the class.
Additional roles and responsibilities
Level of administrative availability and support
Feeling unappreciated or unsuccessful

Societal Stress

Societal stress includes elements from outside of the teaching profession that have come to highly impact expectations on teachers.

Social media
- This includes opinions shared about teachers, as well as the impact of social media on student behaviors.
Parent expectations about teacher roles and availability
- The use of email and applications to increase parent-teacher communication has inadvertently created a system where teachers can be tied to their work 24 hours a day.
Increased reliance on technology
High-stakes testing and associated expectations
Lack of respect for the teaching profession

The causes of teacher stress can be considered from the perspective of external factors that a teacher cannot control and the internal responses or coping mechanisms that could help avoid teacher burnout.

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Common Teacher Burnout Symptoms

Understanding Stress and Burnout in Education

Stress is an important part of life that helps keep humans safe, healthy, and motivated.�� Some stressors are common in education; however, not all teachers will have the same reaction. When stressors reach a point where a person can no longer effectively cope, then stress can lead to burnout. Teacher burnout symptoms can be manifested emotionally or physically. In fact, many teachers dealing with burnout experience a combination of both. When a teacher is dealing with burnout, their symptoms will inadvertently impact their performance, student success, and organizational outcomes.

Emotional Symptoms of Teacher Burnout

Emotional symptoms of teacher burnout are experienced internally by a teacher, but will often be visible to others as well. Teachers who have reached a chronic level of stress might demonstrate demoralization, irritability, and apathy. Whereas these teachers had been invested in their job before, they could feel both hopeless and helpless about their ability to impact change for themselves and others. Paired with a lack of motivation or ability to perform at previous levels, teachers might demonstrate increased episodes of impatience or anger. Teachers could become deregulated when something small happens, as a result of the culmination of constant stressors. Research suggests that burnout can contribute to the experience of mental health symptoms, such as depression or anxiety.

Physical Symptoms of Teacher Burnout

Teacher burnout can also cause physical symptoms and even contribute to lasting health concerns. The most overarching physical symptom shared by teachers is exhaustion. This exhaustion can be caused by elevated stress responses throughout the day or by insomnia at night. Some of the somatic symptoms might include back pain, headaches, or gastrointestinal distress. Though there is no direct link of causation between teacher burnout and the diagnosis of disease, there are increased risk factors for pulmonary or cardiovascular issues due to a compromised immune system.

Organizational Impact of Teacher Burnout

The most important reason to address teacher burnout symptoms is for the mental and physical well-being of teachers. However, from an organizational lens, some symptoms are side effects of teacher burnout that impact school success. When teachers deal with burnout leading to emotional instability or physical symptoms, they naturally become less satisfied with their job. The reduced job satisfaction and increased absences due to mental or physical health create economic costs for schools. The need to pay for subs, to train new staff due to teacher attrition, and to invest in interventions because of decreasing student performance can be directly tied to teacher burnout.

How to Prevent Teacher Burnout

When considering how to prevent teacher burnout, it is important to review the causes at your own school. It can be helpful to consider which elements could be reduced and which could be increased. As a small group or full staff, the factors can be examined to determine which elements can be addressed at the school or district level. With a final list of achievable steps in place, systems and procedures can be created to proactively prevent teacher burnout, as well as address the existing symptoms of chronic stress in school.

Causes of teacher burnout that could be considered for removal or reduction might include:

Decreasing teacher workloads
- Number of classroom preparations, streamline emails, etc.��
Fewer additional roles and responsibilities
- Duties, after-school meetings, coverage, etc.
Fewer meetings
- In elementary school, most teachers only have one planning period during the day.
Decrease challenging student behaviors
- This should include ongoing disruptive behaviors as well as singular inappropriate choices.
Realistic expectations for teacher availability to parents

Changes that could be implemented to combat teacher burnout might include:

Increase teacher autonomy
- Allow teachers and teacher groups to have input on school decision-making.
Opportunities for teacher agency
- Teachers should feel that they have a voice and choice in their own classrooms.
Focus on meaningful work and professional development.
- The school vision should be clear and common so that the actions required of teachers have a purpose.
Reliable administrative availability and support
- School leaders should be of service to teachers throughout the day.
Ongoing expression of appreciation and recognition of teachers
- This should be authentic and specific so that it is meaningful.
Availability of healthy options at school
- This could include water, snacks, or even a room for teachers to reset during the day.
Build mindfulness into school culture.
- These practices will benefit staff and students.
Intentional emphasis on “unplugging” after the school day
Increased attention on sharing great work with the school community
- Building a bond between home and school will create partnerships with families.

Tips for School Leaders to Reduce Burnout

Reflect on Values and Model Stress-Reduction Practices

School leaders cannot solve all the causes of stress in education. However, they are in the most important position to enact changes to school practices and culture that can lead to decreased feelings of teacher burnout. Before school leaders can help others, they should take time to reflect on their own values and practices related to stress-reduction. Leaders have the responsibility to serve others and model the practices that they want to see in the school. If there is a lack of authenticity in interactions with teachers, efforts to reduce burnout could have the opposite effect.��

Make Intentional and Transparent Leadership Decisions

Decisions made by a school leader or leadership team need to be intentional and consistent.�� There should not be an immediate rush to action without truly examining school structures and asking teachers for their input. Once a plan for change has been created, the leaders should be sure to clearly share the information they received, the plan they have developed, and the reason behind the decisions. When teachers are aware of what decisions have been made and why, they experience less uncertainty. Mental exhaustion is often the result of trying to complete work without a full understanding of the purpose.��

Along with the development of an overarching plan for changes in a school, leaders can create as many opportunities as possible for teachers to make decisions for themselves that will benefit their students and their teacher teams. Teacher choice will increase feelings of self-worth and importance and lower potential apathy or anxiety. Leaders can relieve mental and emotional exhaustion by being visible and supportive. There is tremendous value in small ongoing interactions with teachers, rather than limiting face-to-face contact to meetings. More frequent exchanges will solidify the trust and relationships between teachers and leaders.��

Although leaders will focus on methods to support staff directly, there are also benefits in improving student culture to impact positive change for teachers. This means leaders should also be visible to students and parents.�� Being able to share expectations for behaviors, and quickly react to negative choices will establish a culture wherein students understand their purpose at school and teachers feel valued. In order to lessen teacher burnout, school leaders should view the school as a whole when identifying areas for improvement.

Increase Teacher Choice and Agency

Improve Student Culture to Support Teachers

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What is professional development for teachers and how can you make it effective?

Dr. Becky Cahill — Tue, 02 Dec 2025 16:17:15 +0000

Key takeaways

Effective professional development is ongoing, relevant, and collaborative.
Teacher voice and action-oriented outcomes are essential.
A school’s PD system directly impacts teacher satisfaction, retention, and student outcomes.

In any profession, continuous improvement is critical to success. For educators, this is especially true because students’ needs continue to change. A systematic approach to professional development, coupled with an effectively implemented plan, can enhance teacher practice, improve student outcomes across academic areas, and positively impact job satisfaction for educators.

When evaluating what makes professional development effective, one question should be considered before any others. Does professional development contribute to improvements in student success? If the answer is yes, the current approach to professional development is an element of overall school success. If the answer is no, teachers and leaders have a clear mandate for change.

What is professional development for teachers?

Professional development for teachers is a system of structures and procedures that provide educators with the time and space necessary to improve their practices. Professional development, often referred to as PD, is not a one-time event, but rather an ongoing approach that can help teachers improve both their pedagogy and their content-specific knowledge.

Effective professional development requires an intentional framework to schedule time and provide resources to educators. Research shows that schools with robust systems to support teacher growth and development have an easier time retaining teachers. To provide successful professional development for teachers, there are elements that must be incorporated into any PD plan. These elements should be considered as the structures (i.e., scheduled sessions, coverage for teachers, purchased resources) and the procedures (i.e., collaboration, reflection, relevance) needed to build purposeful professional development.

��The professional learning must be sustained throughout the school year
The professional learning must be relevant and job-embedded
��Teachers must remain active in decision-making related to their own professional development
The outcome of professional development for teachers should be action-oriented��
Each group of educators working as a team must consider whether they will focus on content or pedagogy
The professional development structure must be collaborative and allow for meaningful feedback

School leaders should partner with teachers to identify the current approach to professional development within the school. Any PD should be measured against the elements listed above. With that information in hand, changes can be made or new structures created to build a professional development system that supports teacher skills and job satisfaction, and as a result, improves student success.

Why is professional development important in education?

Professional development is important in education because it is the foundation of continuous improvement for both teachers and students. A school that does not have clear structures for professional development or relies on occasional ‘sit and get’ PD sessions will face stagnation and teacher burnout.

The most recognizable purpose of a robust professional development plan will be improvement in student outcomes. Teachers consistently working together to use educational resources and implement high-impact teaching strategies will change classroom outcomes. This student success is the product of the improvement that occurs with teacher growth and feelings of job satisfaction.

When educators are treated as professionals and allowed to collaborate with their colleagues, they report a at work. Types of professional development for teachers that are relevant and will lead to direct action are perceived to be an effective use of time. Also, when PD is driven by teacher input, the topics and strategies will be timely and meaningful. The collegiality and feedback that can be shared among educational professionals will improve skills in knowledge in the areas that are most vital to the specific needs of schools.

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What are the common types of professional development for teachers?

The success of a professional development plan will depend on the structures and procedures in place. There is not one prescribed professional development routine that will work for all schools. Each school will need to consider the types of professional development that will meet the unique needs of the teachers.�� It is important to remember that often the structures are the same for all teachers, but the procedures allow for differentiation for teacher groups based on their specific needs.

Professional Learning Communities (PLC)

A professional learning community (PLC) is an identified group of educators who work together throughout the year with an identified common goal.�� It is that goal that will impact conversations and decisions about student success at each team meeting.

Presentations

A presentation is a method for sharing knowledge with a group of teachers.�� It is important that the presentation is timely and that educators leave with materials or skills that can have an immediate impact on their classroom practices.��

Conferences

A conference is an event that includes multiple sessions available to educators.�� In-person conferences are ideal for access to new ideas that are not yet published or in wide practice. It is not feasible to send the full staff to a conference, so it is important to identify teacher-leaders who can help share the practices they learn with their colleagues.

Microlearning

Microlearning is a newer method to deliver PD that focuses on a singular fixed topic in a short amount of time.�� The sessions are most often recorded to be accessed at the convenience of teachers. This is a great way to share a new idea and leave most of the time for teacher conversation and application to real-life practice.

Online Courses

An online course can be a helpful resource when more in-depth information is needed.�� This might be an overarching topic, with different lessons introducing new information and new strategies. School leaders must consider how to provide time for teachers to complete their coursework as part of their contract hours.��

Book Studies

A book study is another type of professional development that can expose educators to a substantial amount of information about one topic. If the topic is foundational to a school setting, such as developing relationships or building a culture, a book study could be used with an entire staff. More often, book studies are appropriate for a smaller group of teachers with a shared goal or need.

��School leaders and educators should be intentional when selecting the types of professional development for teachers. The key is to utilize any type of PD in a way that allows for ongoing collaboration, relevance, and feedback.

How to make professional development effective for your school?

To create an effective professional development plan for your school, you should work with a team of educators to consider the structures and procedures you will need to have in place.

School schedule – You will need to set aside time for ongoing PD during the school day. Once a week is ideal, but the minimum should be once a month.
Job-embedded – Regardless of the type of PD you select, it must be specifically related to the work of educators. Teachers will be the best source for a list of timely topics.��
Teacher voice – The group of educators participating in the PD must play an active role in decision-making regarding the PD’s purpose and the outcomes of the sessions.
Collaboration – PD should not be a transactional event. There are times when explicit instruction is appropriate, but that should lead to time to discuss, process, and collaborate on the information that was shared.
Feedback – One of the most underutilized methods of communication in the school setting is feedback. Clear, constructive feedback on the use of skills and practices introduced in PDs will enable lasting change.
Content-focused or Pedagogy – Before any PD, the teachers or school leaders should decide if the topic will be content-focused or pedagogical.�� After the school year has begun, educators will most often select to focus on specific content.�� However, there are times when concentrating on a skill or strategy that transcends a grade level or content area can be impactful.
Actionable – An educator leaving a PD, whether it was 15 minutes or a conference over several days, should have concepts or strategies that will immediately impact their practice, and by extension, the success of their students.

��

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10 Teacher Goals for 2026

Michael Healey — Wed, 26 Nov 2025 14:17:33 +0000

Key takeaways

Effective teacher goals should be clear, purposeful, and directly linked to student learning.
The strongest teacher goals for the school year focus on growth—not perfection—and help teachers build habits that improve over time.
Administrators must provide clarity, coaching, and consistent feedback to help teachers turn meaningful teacher goals examples into lasting, schoolwide improvement.

Early in my career as an assistant principal, I learned a valuable lesson: meaningful teacher goals come from honest conversations, reflection, and a commitment to growing in areas that directly impact students—not from checklists, directives, or evaluation rubrics. Setting strong teacher goals for the school year helps teachers to improve instructional practice, strengthen relationships, and build classrooms where all students can succeed.

As you consider possible areas for growth this year, review the essential goals below. Each is designed to create stronger classrooms and better student outcomes.

Goal 1: Strengthen the Classroom Environment with Clear Routines

A well-structured classroom environment is the foundation of effective teaching. It supports learning, reduces behavior issues, and helps students feel safe and connected. That’s why many high-quality teacher goals for the school year focus on routines and expectations.

A clear classroom environment goal could be:

“I will implement and reinforce three consistent routines (entry, transitions, and closure) to improve student engagement and reduce lost instructional time.”

When teachers establish effective routines, the payoff is almost immediate. Students know what to expect, transitions become smoother, and the classroom operates more efficiently. From my observations, teachers who invest in goals related to the classroom environment almost always regain instructional minutes each day—time that directly benefits student learning.

Goal 2: Strengthen Relationships with Students and Families

Building positive relationships is essential to effective teaching. When students feel seen, valued, and supported, they are more willing to engage, take risks, and meet classroom expectations.

A meaningful relationship-based goal might be:

“I will build stronger connections with students by greeting them daily, checking in with at least three students each week, and incorporating one relationship-building activity into my classroom each month.”

Relationships with your students and their families matter. In my experience, beginning teachers often see some of their biggest improvements by strengthening relationships and communication.

Investing in relationship-based goals improves classroom culture, supports better communication, and increases student connection to school.

Goal 3: Use Data to Inform Daily Instruction

Using data is one of the most effective teacher goals because it helps teachers understand what students know and what they still need to learn. Data-driven instruction isn’t about spreadsheets—it’s about using quick, everyday checks to guide teaching. Exit tickets, short quizzes, student reflections, and other formative assessments all provide valuable information about what your students are learning.

A meaningful data-focused goal might be:

“I will review weekly exit tickets to plan targeted reteaching for students who have not yet mastered key concepts.”

When teachers consistently look at data, they can spot misunderstandings sooner, adjust lessons as needed, and provide better support. This leads to more responsive teaching, stronger student growth, and greater teacher confidence because decisions are based on evidence and research—not guesswork.

Goal 4: Increase the Use of High-Impact Instructional Strategies

High-impact strategies are those proven techniques that elevate student engagement and deepen understanding. These include checks for understanding, modeling, centers, cold-calling, and scaffolding.

An effective instructional strategy goal might look like this:

“I will implement at least two high-impact instructional strategies (such as think-pair-share and small group instruction ) in every lesson to increase my students’ participation.”

When teachers use these strategies intentionally and consistently, classrooms shift from teacher-centered to student-centered. When students’ engagement increases, more students participate, and learning improves.

These types of teacher goals are especially effective for teachers who want to boost classroom interaction without overwhelming themselves with new initiatives.

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Goal 5: Improve Differentiation for Each Learner

From my perspective, differentiation is one of the most essential—and most challenging—components of effective teaching. Students come with a variety of strengths, needs, experiences, and learning styles. A�� differentiation goal ensures your students receive the right level of support while still being challenged throughout the school year.

A clearly worded goal about differentiation could be:

“I will plan at least two differentiated options for practice or assessment each week to support the varied learning needs of my students.”

Differentiation can include strategies such as using leveled texts, flexible grouping, choice boards, or modified activities. Regularly applying these strategies in the classroom promotes independence, confidence, and success among students.

These teacher goals for the school year are valuable because they help all students access learning at the level that’s right for them.

Goal 6: Improve Feedback to Drive Student Growth

Providing feedback is one of the most powerful ways to help students learn, especially when it’s delivered in a timely and specific way. Even veteran teachers often set goals to help them improve how they deliver feedback.

A feedback-focused goal could be:

“I will provide students with clear feedback within one week and create opportunities for them to revise or practice based on that feedback.”

Giving students meaningful feedback helps them to better understand expectations, improve their work, and grow more quickly.

These teacher goals for the school year directly support improved student learning.

Goal 7: Increase Student Ownership of Learning

Students learn best when they see themselves as active participants in their growth. That’s why goals related to student ownership are highly impactful.

A goal designed to increase student ownership might be:

“I will implement student goal-setting and reflection routines every two weeks to build student ownership and develop stronger reflection skills.”

Student ownership leads to stronger motivation, better self-regulation, and increased academic effort.

Teachers who set this type of goal often see significant improvements in classroom engagement and student independence.

Goal 8: Strengthen Content Knowledge and Teaching Skills

Professional development isn’t just a professional responsibility—it’s a great opportunity to strengthen your instructional practice.

Setting goals related to content knowledge or pedagogy helps teachers build confidence and expand their instructional toolbox.

One possible goal pertaining to content knowledge could be:

“I will complete a professional learning series related to literacy instruction and implement at least three newly learned strategies by semester’s end.”

From an administrative perspective, choosing the right professional development can be challenging. I’ve found that the best ideas often come directly from teachers who are comfortable sharing where they want to grow. Most teachers already have a sense of the skills or areas they would like to improve; sharing those ideas with your administrator often leads to more effective learning opportunities for you and your colleagues.

Goal 9: Increase Collaboration With Colleagues

Collaborating with other teachers builds a shared sense of purpose, improves instructional alignment, and supports schoolwide growth. When teachers collaborate, they exchange ideas, work through challenges, and build a stronger professional community that benefits everyone in the school.

A useful collaboration-centered goal could be:

“I will meet biweekly with my grade-level or content team to review data, share strategies, and plan upcoming lessons.”

Collaborative goals are especially powerful because they improve individual practice and build momentum across your school.

Goal 10: Use Technology to Enhance Learning

Technology plays a major role in today’s classrooms, but it’s most effective when it’s used intentionally. Many teachers explore digital tools through an educational resource or a district-supported learning platform to help them plan instruction.

An effective technology goal might be:

“I will integrate one meaningful digital tool per unit to increase engagement and provide a variety of practice or assessment options.”

Teachers who use technology purposefully can differentiate more easily, provide immediate feedback, and offer multiple ways for students to access content and learning. These teacher goals for the school year help teachers adapt to evolving instructional needs.

Bringing It All Together

Meaningful teacher goals are more than professional responsibilities—they are commitments to growth that shape teaching, learning, and classroom culture. Over the years, I’ve seen how intentional teacher goals for the school year elevate practice, improve student achievement, and strengthen relationships across a school community. When educators choose goals aligned with their strengths and students’ needs, they set the stage for continuous improvement and sustained success. Thoughtful goal-setting isn’t just beneficial for teachers; it ultimately transforms the entire learning environment.

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Science of Reading Professional Development: A Guide for School Leaders

Key takeaways

Many state legislatures are mandating Science of Reading professional development for educators and the use of approved curricula in schools for teaching students to read.

Science of Reading professional development typically centers around four widely recognized frameworks to help educators understand how the brain learns to read and learn best instructional practices for the classroom.

Science of Reading professional development has a variety of benefits for both teachers and students, including increased teacher competence in literacy instruction and higher academic gains for students.

What is the Science of Reading Professional Development?

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What are the benefits of Science of Reading Professional Development?

Increased Teacher Competence

Increased Teacher Confidence

Enhanced Student Outcomes

Differentiated Instruction to Meet the Needs of All Learners

Alignment to Education Legislation

How is Science of Reading Professional Development different from other professional development courses?

Growth Mindset in Teaching: What It Means and How to Build It

Key takeaways

Growth mindset is the belief that intelligence can be expanded and developed over time rather than being a fixed trait that either you have or you don’t.

People with a growth mindset are more likely to outperform those with a fixed mindset.

There are a variety of ways teachers can support the development of a growth mindset in students in the classroom.

What is a growth mindset in teaching?

What are the benefits of having a growth mindset in teaching?

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How do you develop a growth mindset in teaching?

What are examples of having a growth mindset in teaching?

Talk About It

Model Effort and Perseverance

Define What Success Looks Like in Your Classroom

Ask Open-Ended Questions

Praise Student Effort

Provide Consistent and Timely Feedback to Students

Use a Variety of Instructional Strategies

Make Learning Meaningful

Provide Students with Opportunities for Practice

Respond to Student Struggle in a Productive Manner

Encourage Student Goal Setting

Ensure Assessments Support the Cycle for Continuous Improvement

Science Teacher Professional Development Guide

Key takeaways

Science teacher professional development is most effective when it is practical and connected to what teachers are doing in the classroom.

Effective professional development for science teachers helps them strengthen instruction, support inquiry, use technology purposefully, and make science more meaningful for students.

Supporting science teachers also supports student curiosity, problem-solving, engagement, and confidence.

What Is Science Teacher Professional Development?

What Are the Different Types of Professional Development for Science Teachers?

What Kinds of Certifications Can Science Teachers Get?

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What Are the Benefits of Professional Development for Science Teachers?

5 Tips for Improving Yourself as a Science Teacher

Pay Attention to What Works

Connect Science to the Real World

Help Students Read, Write, and Think Like Scientists

Make Technology Support the Learning

Learn From Other Science Teachers

Why Science Teacher Support Matters

STEM Teacher Professional Development Guide

Key takeaways

STEM professional development helps teachers plan lessons where students do more than learn about a topic; they test ideas, solve problems, and apply what they are learning.

STEM teachers need support with aspects of instruction that can be challenging to manage, including design challenges, group work, technology use, inquiry-based learning, and reflection.

The goal of STEM learning is not only to prepare students for STEM careers. It is to help students become more confident problem-solvers who can use science, technology, engineering, and math in meaningful ways.

What Is STEM Teacher Professional Development?

What Are the Different Types of Professional Development for STEM Teachers?

What Kinds of Certifications Can STEM Teachers Get?

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What Are the Benefits of Professional Development for STEM Teachers?

5 Tips for Improving Yourself as a STEM Teacher

1. Start With a Problem Students Understand

2. Let Students Test, Revise, and Try Again

3. Help Students See the Purpose of STEM

4. Let Technology Support the Learning

5. Reflect After the Lesson

Making STEM Learning Meaningful

Professional Development for Math Teachers: A Complete Guide

Key takeaways

Professional development for math teachers is most effective when it is classroom-based and connected to the real challenges teachers face when helping students understand math.

Effective math instruction is not just about getting correct answers. It is about helping students explain their thinking, work through confusion, and build confidence as problem-solvers.

Elementary math professional development is especially important because early math experiences can shape how students see themselves as learners for years to come.

What Is Math Teacher Professional Development?

What Are the Different Types of Professional Development for Math Teachers?

What Kinds of Certifications Can Math Teachers Get?

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