The 30-60-90-day approach is a framework that helps in creating order and setting out a path to accomplishing such realistic goals. The model breaks down what progress will look like at the 30-, 60-, and 90-day marks of achieving long-term goals or sets goals over a three-month period, chunked into 30-day accomplishments. These 30-60-90-day plans have been used in the business world for many years as a measure of effectiveness.
Educator Motivation: Why 4 Members of the Edmentum Network Are Passionate About Teaching and Learning
Our first-ever Edmentum Educator Network Summit in Richardson, Texas, a few weeks ago brought together a truly outstanding group of educators. It was an amazing experience to get a group of nearly 20 diverse educators in the same room for two full days of sharing stories, tackling tough challenges, and brainstorming big ideas.
[Professional Development] How Educators Can Apply the 30-60-90-Day Model to Make Meaningful Changes
Have you heard of the 30-60-90-day model? For educators, it’s an approach well worth exploring to develop more active plans for professional development and make sure that learning is put in to practice.
[Professional Development] Why Every Education Administrator Should Make Peer Connections a Priority
Administrators face similar challenges related to demands on their time and isolated work environments just as teachers do—and they have just as much (or maybe more) need for collaboration in order to share ideas and tackle important problems related to student outcomes, whether online or in person. So, why should administrators focus on being “connected educators” and prioritize collaboration with peers?
SAMR is a professional development model, created by Dr. Ruben Puentedura, that provides a technique for moving through degrees of technology adoption. When used in teacher professional development sessions, you can help your teachers overcome some hurdles they may have in technology implementation, as well as learn some new strategies along the way.
Every teacher is in favor of tools that can help students succeed. Yet, many districts and administrators fail to make that case to the rank and file when adopting new education technology. Instead, they either mandate that the product be used and encroach on the teachers’ autonomy or make a short announcement about the new tool with little to no instruction on how it works, which means few, if any, teachers are using it later in the school year. Here are some ways to avoid either scenario and make sure that you get the most return on your investment.
We’ve taken a brief look at the “what” and the “why” of UDL; now, how do educators start incorporating this model as a foundation of their classroom and instruction? Here are six best practices to keep in mind.
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