Podcasts about teacher agency

In the second part of the podcast with Lisa Burman, the discussion centres on the concept of student agency and its direct link to teacher agency. Lisa emphasises that educators play a crucial role in shaping learning experiences, and how a teacher's sense of agency directly affects students' ability to take ownership of their learning.Teacher Agency as the Foundation for Student AgencyLisa reflects on her teaching career in the 1980s when teachers had more freedom to design learning experiences tailored to their students' needs. She stresses that teachers should view students as individuals developing identities—as readers, writers, scientists, or mathematicians—rather than just teaching specific subjects. However, she notes that increased educational pressures today risk undermining this sense of agency.The Bigger Picture: Education and DemocracyLisa connects student and teacher agency with democratic values, referencing Article 12 of the UN Convention on the Rights of the Child, which affirms children's right to have a say in matters that affect them. She argues that for true student agency to thrive, teachers must feel empowered to make instructional decisions. However, some educational systems restrict this freedom, hindering creativity and students' development of agency.Agency and Wellbeing: Lessons from the PandemicThe conversation turns to the impact of agency on wellbeing. Reflecting on the pandemic, Lisa points out how restrictions led to feelings of helplessness, similar to how students feel in rigid, formulaic teaching environments. Teachers play a key role in creating spaces where students feel their voices matter.Leadership's Role and Small ChangesLisa encourages teachers to introduce small changes, even in controlled settings, and suggests taking a professional stance with leadership to promote student agency. By focusing on student interests and co-constructing classroom routines, teachers can foster a learning culture where students become engaged, purposeful learners. JOIN TEACHIFIC NOW AND SAVE!Join Teachific  today. Access thousands of resources and a growing number of 'anytime' courses within your membership.FURTHER INFORMATIONTune in to "Teacher's Tool Kit For Literacy," a free podcast where accomplished literacy educator Sharon Callen and her team share valuable insights and tips. With over 30 years of experience, they provide strategic learning solutions to empower teachers and leaders worldwide.  Subscribe on your favourite platform for exclusive literacy learning content.  Apple, Spotify,  Google, YouTubeRead our insightful blogs, which make valuable connections between resources, podcasts and courses.Visit our Cue Learning website and sign up for the Teacher's Toolkit Weekly newsletter to stay updated on resources, events and discover how Cue can support you and your school.Explore Teachific, our vast collection of PDF resources, to enhance your teaching toolkit. And get even more support from our growing number of 'anytime' online courses.Connect with the latest news and other educators by joining our Teacher's Toolkit Facebook groupExplore upcoming live or online webinar  eventsHave questions or feedback? Reach out to us directly at admin@cuelearning.com.au.

Elementary principal, Haley Beavert, created a program trading required mandatory faculty meetings for optional learning opportunities. She identifies the strategy as an example of de-implementation. The program, called “Feed Your Brain,” has teachers organizing learning opportunities for professional development which has now expanded to other schools in the district. Read Haley's article, "Give Teachers Agency to Create Their Own Professional Development and See Engagement Grow" E-mail Haley: haley.beavert@cps.k12.ar.us Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Lisa Schmucki didn't start out as a teacher or intend to be an entrepreneur. Yet as founder and CEO of edWeb.net, she created an award-winning professional learning network that helps educators share their best ideas and practices to improve teaching and learning. Lisa sits down with Elana Leoni, CEO of Leoni Consulting Group, to discuss professional learning, teacher voice and choice, and EdTech's role in helping educators grow.I know how incredibly daunting it can be to plan content and marketing campaigns for an entire year. That's why our team created the EdTech Marketer's 2023 Planner (link: https://www.leoniconsultinggroup.com/download-2023-edtech-marketers-planner) . This planner will help you get your year started and provide you with helpful resources throughout 2023.

Dan Farley is the Director of Assessment at the Oregon Department of Education. Focused on equity and anti-racist work, internal and external. Working with the Assessment Team to support districts in implementing coherent assessment systems that center student and teacher agency. There are many uncomfortable truths in education and Dan is diving into them and the system to help build a better system for ALL learners. Connect with Dan on LinkedIn - https://www.linkedin.com/in/dan-farley-b2a83a8/ Connect with Alli and Peter SUPPORT US BY SHOPPING DISRUPT EDUCATION MERCH - https://disrupt-education-2.creator-spring.com/ Peter Hostrawser LI: https://www.linkedin.com/in/peterhostrawser/ IG: https://www.instagram.com/peterhostrawser/ FB: https://www.facebook.com/disrupteducation1/ TW: twitter.com/PeterHostrawser Website: https://www.peterhostrawser.com Alli Privitt LI: https://www.linkedin.com/in/alliprivitt/ IG: https://www.instagram.com/myfriendalli/ FB: https://www.facebook.com/people/My-Friend-Alli/100070164684007/ Website: https://www.myfriendalli.com/ Check out our sponsors below spikeview You are more than a grade and test score. Colleges, internships, jobs, any opportunity needs to see that! Head to www.spikeview.com and build your portfolio for FREE and start heading towards your dreams today! --- Support this podcast: https://anchor.fm/disrupt-educ/support

In this episode of Tes podagogy, we're joined by Mark Hardman, an associate professor at UCL. He discusses the importance of teacher agency, and how you can ensure you have it in your classroom

TER #175 - Teacher Agency with Anna Sullivan - 9 July 2021 by Teachers' Education Review Want to learn about teaching and education in Australia?

TER #175 - Teacher Agency with Anna Sullivan - 9 July 2021 by Teachers' Education Review

According to author and education researcher, Heather Clayton Staker, "schools can be a microcosm of the world that we want our children to grow up to create themselves. One starting point is to shift the power structure so that children are given agency and ownership to drive their own learning. Part of the shift from a teacher-led to a student-driven mindset will come from giving students multiple learning pathways and empowering them to set their own goals and follow them."

What qualities do successful school systems share. Education journalist Beth Hawkins gives her perspective from what she has seen in her extensive reporting.

In a period of curriculum change and reform in physical education, this research highlights the processes of an Irish teacher in achieving agency in PE classes. Join Dylan to discuss this figurational viewpoint of teacher agency through the development of a new school subject in Ireland. You can find the full cite here: Scanlon, D., Calderón, A., & MacPhail, A. (2020). Teacher agency in enacting physical education in a period of curriculum change and reform in Ireland. The Curriculum Journal. DOI: 10.1002/curj.80 Social media here: @Dylan_Scanlon1 / https://pess.blog/tag/dylan-scanlon/ @acalderon_pe / https://pess.blog/tag/antonio-calderon/ @AnnMacPhail1 / https://pess.blog/tag/ann-macphail/ --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/PwRHPE/support

In this special TER Live episode we provide recordings from the online event, Teachmeet: Challenging Teacher Bashing, which weas originally organised as part of the Education and Democracy Summit. Timecodes: 00:00 Opening Credits 00:33 Intro 03:19 Event Opening - Steven Kolber and Keith Heggart 17:27 David Zyngier - What do teachers think about and understand democracy? 22:10 Stephy Salazar - Welcome to the New Teacher Tribe 29:08 Cameron Paterson - Democracy and Education 37:16 Jem Kolber - Democracy in Education - it starts in the classroom (my experience using socratic circles with high school students) 50:06 Ruth Smith - A democratic approach: the view through a lens of strengths 59:37 Bec West - Teacher bashing from within 01:10:08 Naomi Barnes - Social media, education and democracy: having a platform on the platforms 01:21:56 Deb Netolicky - Teacher expertise, voice and action 01:30:42 Polly Dunning - Martyrs and deadbeats: The dichotomy of demoralisation 01:39:35 Adrian Piccoli - The politics of teacher bashing - why it makes no sense 01:47:12 Jane Caro - Women’s Work 01:57:27 George Lilley - The Demise of Teacher Agency & Expertise - How? 02:06:59 Marc Pruyn - Centring Teachers and Communities through Transformative Citizenship Education 02:16:31 Sign Off Links & Resources: Zyngier, D (2012) Can teachers make a difference? Experimenting with, and experiencing, democracy in education. Zyngier, D. (2012) Understanding the perspectives, experiences and perceptions of teachers in relation to democracy in education. Zyngier, D. (2012) Re-Discovering Democracy: Putting action (back) into active citizenship and praxis (back) into practice. Zyngier, D., Traverso, M.D., Murriello. A, (2105) Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia. Research in Comparative & International Education Summaries of over 50 peer reviews of Hattie, etc- http://visablelearning.blogspot.com/ A focus on Teacher Agency-http://visablelearning.blogspot.com/p/teacher-agency.html MESEJ - MELBOURNE EDUCATORS FOR SOCIAL AND ENVIRONMENTAL JUSTICE http://mesej.org/wp/

It's the final episode for this season of the PGCE podcast, and we've got a fascinating discussion that gives our listeners plenty to chew over, whether you're a brand-new member of the profession or a high-powered senior leader. We're joined again by Dr Judith Kneen to discuss an article she has lead-authored, entitled Pioneer teachers: how far can individual teachers achieve agency within curriculum development? We hear a lot about the need for teachers to have more agency - the power to do things, essentially - and this is a major change in direction after decades in which teacher agency has been reduced by the introduction of a central National Curriculum and an increasingly challenging accountability culture. Here in Wales, our pioneer teachers, who met to co-construct the new curriculum documents for the Curriculum for Wales were essentially also pioneers of a major shift in teacher agency. Judith was there during the process to see what it looked like. Judith's article asks some powerful questions about the extent of teachers agency at primary and secondary, and how the view changes if you look at the individual, school or national level. The findings raise some challenging topics of conversation about where the potential sticking-points for teacher agency lie, and where we need to look to address potential obstacles to giving teachers the agency they need. In a final run-out for the regular slots this year, Tom returns to the celebrated Daisy Christodoulou for a book recommendation (and is a lot more positive than last time), the team reflect on how we use our existing teacher skills to navigate the brave new world of coronavirus-lockdown remote teaching, and Emma's wellbeing recommendation is a stock-take of all the things we've stopped doing during the pandemic. Do we really need to start doing them all again once things are back to normal? Judith's article will be published somewhere once the academic peer-review process reaches its slow and stately conclusion; we'll update these show-notes with a reference once publication is complete. That's it for this academic year. Thanks for sticking with us, especially while we worked out how to keep recording while in separate locations - apologies for the lapses in sound quality. Our very best wishes to all our listeners, and especially the Initial Teacher Education students of Cardiff Metropolitan University (PGCE and BA) who have been loyal and supportive listeners this year, and many of whom had to deal with the shutdown of their schools mid-placement. Once we've recovered from the insanity that is the end of the PGCE year, we'll record a few bits and bobs to see you through the summer, so keep an eye on your podcast feeds. Please do rate and review us, and tell your friends about the podcast. We'd love to hear your suggestions for topics for next year (we will be back!) so feel free to tweet us: @ethayer_cmu and @thomasbreeze. Have a wonderful summer, keep well and we'll be back very soon! All the best from Emma and Tom  

This public seminar series considers teacher education reforms around the world in order to tease out future directions and possibilities for the relationships between teacher education policy, research and practice. The series marks 100 years since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. Join us this term as we mark the Oxford University Department of Education's 100th anniversary through this series of public events that pay particular tribute to our contributions in the field of teacher education today. Teacher competencies have been discussed relatively extensively in the literature, often linked in educational policy discourses, teacher standards, or even intended outcomes of teacher education. But what do teacher competencies actually mean, how they are related to the core of teacher's work, teacher knowledge and action, and teacher learning in teacher education. This presentation will elaborate teacher competencies by focusing on teaching as a thinking practice (cf. Lampert, 1998), and teacher knowledge, behavior, and agency. Through this, the aim is to understand the complexity of teacher competencies both theoretically and empirically. By leaning on the empirical evidence, the presentation will try to answer to the question: what kinds of characteristics of teacher education cultivate student teacher learning in becoming competent and agentic teachers? And why should we be interested in them?

This public seminar series considers teacher education reforms around the world in order to tease out future directions and possibilities for the relationships between teacher education policy, research and practice. The series marks 100 years since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. Join us this term as we mark the Oxford University Department of Education’s 100th anniversary through this series of public events that pay particular tribute to our contributions in the field of teacher education today. Teacher competencies have been discussed relatively extensively in the literature, often linked in educational policy discourses, teacher standards, or even intended outcomes of teacher education. But what do teacher competencies actually mean, how they are related to the core of teacher’s work, teacher knowledge and action, and teacher learning in teacher education. This presentation will elaborate teacher competencies by focusing on teaching as a thinking practice (cf. Lampert, 1998), and teacher knowledge, behavior, and agency. Through this, the aim is to understand the complexity of teacher competencies both theoretically and empirically. By leaning on the empirical evidence, the presentation will try to answer to the question: what kinds of characteristics of teacher education cultivate student teacher learning in becoming competent and agentic teachers? And why should we be interested in them?

Learn more about my Teaching Through a Culturally Diverse Lens Course About Raquel Rios, Ph.D. Raquel Ríos, PhD is an educator, learning designer and author of the books, Teacher Agency for Equity: A Framework for Conscientious Engagement and Mindful Practice for Social Justice: A Guide for Educators and Professional Learning Communities. She started her career as a Spanish teacher and has worked nationally in the US and Puerto Rico and internationally in Spain and the United Arab Emirates. She has a PhD in Educational Leadership, an MS in Elementary Education and a BS in Secondary Foreign Language Education. Dr. Ríos writes and consults on topics related to education and her philosophy of conscientious engagement. Show Highlights How mindfulness and social justice relate The three domains of Peak Experience Developing mindfulness and interest in social justice Connect with Raquel Twitter: @RaquelRiosPhD raquelriosphd@gmail.com www.ConscientiousEngagement.com Additional Resources Meditation Isn’t Just About Self-Help. What Educators Need to Know  Poverty Consciousness: Confronting Our Fear of Falling Why Do Teachers Experience Compassion Fatigue? Connect with me on Twitter @sheldoneakins www.sheldoneakins.com

Evan and Laura discuss five ways to increase teacher agency in your school or division. As always, this is a favorite topic of Laura; Evan has his usual funny, reflective moments. Take 10 minutes to learn some ideas on how to promote a culture of teacher agency leading to increased student agency.

Dr. Karen Jackson talks with us about the importance of inquiry learning for teachers.

Our guest is passionate about the role teachers can and should play in leveraging education technology. Join us for a thoughtful discussion about teacher agency in digital learning. Follow: @ajpodchaski @nathan_stevens @s_bearden @T_HEB @bamradionetwork #edtechchat #edchat #edtech Tim Hebda has been teaching third, fourth, and fifth graders in Connecticut and Maine for ?20? years. He is a leader in technology integration focusing on creativity, documentation, and empowering students. In addition to his classroom work, Tim is Dean of Professional Growth at Waynflete School, and co-organizer of EdCamp Maine, and Technology Liaison for Southern Maine Writing Project. Susan Bearden is an educational consultant, author, blogger, and speaker who serves as the Digital Equity Project Director for the Consortium for School Networking. Alex J Podchaski serves as the Director of Technology at Oak Knoll School of the Holy Child in Summit, NJ. (CoSN).

Issues of race, bias, and equity are increasingly showing up at the classroom doors of our teachers. How can teachers manage these issues? @larryferlazzo @DrYemiS @RaquelRiosPhD @SaneeBell @Bamradionetwork Dr. Sanée Bell is a middle school principal and an adjunct professor in Houston, TX. Raquel Ríos, PhD is the author of Teacher Agency for Equity: A Framework for Conscientious Engagement. She is currently an Instructional Designer at New Teacher Center. Adeyemi Stembridge, PhD is an educational consultant specializing in equity-focused school-improvement. He is a coach and thought-partner to teachers and administrators with a particular interest in the design of culturally responsive systems and learning experiences for students. Ruchi Agarwal-Rangnath is an assistant professor at University of San Francisco and vice-president of the National Association of Multicultural Education. She recently authored the book Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers.

Passion-Driven: Making Learning Connected 2014 (#clmooc)was truly a hub for igniting innovation and inspiring passion in Connected Learning. Each week, or “Make Cycle,” initiated a new strand of thinking that was taken up, modified, and remixed in a variety of ways. In our video presentation, we will briefly share the background of #clmooc, the theory of action behind establishing iterative “Make Cycles,” as well as highlight example “Makes” that were created and shared. We will also share some of the resources that were developed during Making Learning Connected 2014 that might be useful for others thinking about this work in their own contexts, such as collected archives of weekly newsletters, webinars and Twitter chats.