Students learn best from planned activities that address their diverse learning styles and needs. Unfortunately, teachers rarely have sufficient, quality time with their colleagues to address student learning and critical instructional issues. This session will focus on considering ways in which to creatively provide time and other necessary conditions for teachers—during the day and across the calendar—to be effective with their students. (Click here to download the full policy brief.)

The kinds of information and media students encounter in the school environment, along with the teacher’s fluency in subject matter and learning technologies greatly impact student learning. This session will focus on developing recommendations to ensure that all students have access to up-to-date resources in a learning-centered environment in schools with adequate professional space. (Click here to download the full policy brief.)

In order to ensure student success, accomplished educators must be empowered to participate in the decision-making process, to share their expertise, and to advocate for their students. Studies have shown that teachers want to stay in schools where they feel supported by their administrators and valued within their professional learning community. This session will focus on promoting strategies for building collaborative cultures, where administrators and teachers work side-by-side to ensure student success. (Click here to download the full policy brief.)

While the term “teacher leadership” is fairly new to educational literature, the notion has long existed in schools. Many teachers serve in formal leadership roles within their communities as grade level chairs, new teacher mentors, district committee members, union and association representatives, curriculum specialists, and other critical positions. In addition, others also assume informal roles by advocating for their students, coaching their peers, providing feedback to administrators, and building the bridge between school and community. This session will focus on considering ways to encourage teacher leadership by strengthening teachers’ professional practice. (Click here to download the full policy brief.)

Ohio’s Educator Standards Board has developed the Ohio Standards for the Teaching Profession for teachers to use as a guide to reflect and improve throughout all stages of their careers. Demonstrating proficiency, and over time, accomplishment on these performance-based standards requires sound preparation and professional development. This session will focus on creating ways to ensure that every teacher in every classroom can not only meet, but exceed these high standards for teaching excellence. (Click here to download the full policy brief.)

Culturally competent teachers are effective with diverse students because they address differences as assets. When students from diverse ethnic, geographic, socioeconomic, linguistic, and faith backgrounds don’t achieve according to standards nor as well as their peers, it is possible their teachers lack the cultural framework to support their learning. This session will focus on developing recommendations to make certain that all teachers acquire and renew the knowledge and skills for preparing every student for success in postsecondary education, careers, and citizenship. (Click here to download the full policy brief.)

Educators not only need a wide array of teaching strategies to work with diverse learners, they must understand the circumstances and communities from where their students come. School communities must become culturally competent, inclusive and welcoming to families and the community at large. This session will explore strategies to bridge the gap between schools and the community. (Click here to download the full policy brief.)

Ohio’s Local Professional Development Committees and the Ohio Standards for Professional Development aim to ensure that all teachers plan for and participate in high quality professional development for licensure renewal and career success. The standards also offer criteria upon which schools may plan staff development to meet specific school needs. This session will focus on recommending strategies that would enable teachers and staff development planners to link professional learning to daily practice in ways that ensure success for high-needs students. (Click here to download the full policy brief.)

Ohio’s novice teachers are currently provided with a year of mentoring support – but is it effective? This session will focus on the role of mentors, induction, and the conditions necessary to ensure that new teachers – those in their formative years of teaching - receive the quality support that they need to stay in the classroom and develop fully as professionals who can help all students learn. (Click here to download the full policy brief.)

Research shows that NBCTs produce student learning gains. Ensuring that NBCTs and other accomplished educators are working with the students that need them the most is critical to closing the achievement gaps. This session will explore ways to both recruit and support NBCT candidates, particularly those who serve high-needs students. (Click here to download the full policy brief.)

While the term “teacher leadership” is fairly new to educational literature, the notion has long existed in schools. Many teachers serve in formal leadership roles within their communities as grade level chairs, new teacher mentors, district committee members, union and association representatives, curriculum specialists, and other critical positions. In addition, others also assume informal roles by advocating for their students, coaching their peers, providing feedback to administrators, and building the bridge between school and community. This session will focus on considering ways to encourage teacher leadership by strengthening teachers’ professional practice. (Click here to download the full policy brief.)

Research shows that NBCTs produce student learning gains. Ensuring that NBCTs and other accomplished educators are working with the students that need them the most is critical to closing the achievement gaps. This session will explore ways to both recruit and support NBCT candidates, particularly those who serve high-needs students. (Click here to download the full policy brief.)