Professional Development For Teachers

I'm delighted to share the STEM Competency Framework for Teacher Development, which emerged from my doctoral research and the design and implementation of the Build Your STEM Competency Open Educational Resource (OER) course for teachers. Over the years, I have been driven by a simple question: 'How do we move beyond teaching STEM as a collection of subjects and instead develop educators who can nurture problem-solvers, innovators, and responsible global citizens? The answer lies in building teacher competencies progressively through four interconnected dimensions: 🔹 Knowledge Building Teachers strengthen disciplinary understanding, pedagogical practices, and STEM literacy to build a strong foundation for meaningful learning. 🔹 Skill Building Educators develop systems thinking, design thinking, digital and data fluency, critical thinking, analytical reasoning, and problem-solving agility. They learn to connect concepts across disciplines and guide students in tackling authentic challenges through inquiry and innovation. 🔹 Attitude Building The heart of transformative education lies in mindset. Curiosity, growth mindset, collaboration, equity, inclusion, ethical responsibility, confidence, agency, and open-mindedness enable teachers to continuously learn, adapt, and inspire. 🔹 Relevance We often speak about rising temperatures, extreme weather events, and the growing impact of climate change. Yet the real question is: how many of us are actively contributing to solutions? Are we planting trees, reducing our environmental footprint, supporting conservation efforts, or partnering with communities and environmental organizations to create sustainable change? What gives me hope is the next generation. Through STEM education, I have witnessed students move beyond awareness to action. My students have designed and developed projects that address local environmental challenges, ranging from waste management and water conservation to renewable energy and biodiversity preservation. This is why relevance sits at the pinnacle of the STEM Competency Framework. What excites me most today is that this framework has moved beyond research and into practice. As education systems worldwide grapple with how to prepare learners for an uncertain future, I believe we must invest not only in technology, curriculum, and assessments but also in developing teachers as #designers of learning, facilitators of inquiry, and agents of change. I look forward to engaging with educators, researchers, policymakers, and practitioners who are working towards similar goals of transforming education through competency-based learning. #STEMEducation #TeacherDevelopment #FutureReadyEducation #STEAM #CompetencyBasedEducation #ProfessionalDevelopment #EducationalLeadership #TeacherTraining #InnovationInEducation #SystemsThinking #DesignThinking #EducationResearch #TribalEducation #SustainableDevelopmentGoals #STEMForAll

Sudha Murthy recently suggested that teachers in India should take exams every three years to ensure accountability and professional growth. We’ve been saying it for years - exams shouldn’t dominate our education system for children. And now, we want to extend it to our teachers, Wow! If we center teacher evaluation around exams, will it not reduce everything to a single number? Just like with students, we might end up encouraging teachers to focus on “beating the exam system” rather than engaging in meaningful professional development. This approach misses the mark because it fails to address the true essence of teaching. A teacher’s success isn’t just about how much theoretical knowledge they can demonstrate on paper. It’s also about how they engage with their students, how they foster inquiry, how they adapt their lessons to meet individual learning needs, and how they inspire curiosity and critical thinking. None of these essential elements can be measured by a standardized exam. Once again, exams may become the end goal, instead of being one small part of a much broader, more nuanced conversation about quality education. Moreover, there’s the issue of stress and added pressure. Teachers in India already operate under challenging conditions - large class sizes, administrative workloads, and often insufficient support. Asking them to take exams every few years might increase this burden rather than alleviate it. For many, it could become more about surviving the system than about thriving as educators. I wonder what this would mean for teachers in rural or under-resourced schools, where access to professional training and preparation might be limited. Would such teachers be penalized simply because they lack the same resources as their urban counterparts? I agree our teachers lack accountability and there are deep issues but what we propose doesn't seem like a viable solution. Instead of focusing on mandatory testing, we should be asking different, more meaningful questions: How do we create a culture where teachers feel empowered to keep learning without the fear of punitive assessments? How do we give them access to high-quality, practical professional development that actually helps them in the classroom? How do we recognize and reward teachers’ diverse contributions beyond just their subject knowledge - such as their ability to foster empathy, manage classrooms effectively, or engage with parents and communities? Teaching is one of the most challenging professions - and one of the most essential. If we truly want to improve the quality of education, we need to move beyond the exam-centric mindset that has already taken such a toll on our students. Let’s not reduce teachers to just another number. Let’s rethink what real teacher growth looks like! #education #exams #teachers #schools #learning #priyankeducator

An innovative approach to teaching economics that puts student learning first! As an economics educator, I've redesigned my ECO 100-semester project to embrace Universal Design for Learning (UDL) principles, offering students multiple pathways to demonstrate their understanding of macroeconomics. I was encouraged by Jeni Al Bahrani and her summer project on UDL as part of her doctorate degree to bring back this project. Students can choose from three engaging options: * Create a physical art piece interpreting economic concepts through visual expression * Compile an "EconSelfie" diary connecting real-world observations to classroom theories * Write a critical book review analyzing contemporary economic literature. This semester’s choices were Kyla Scanlon’s “In this Economy?” or Scott Galloway‘ “Algebra of Wealth”. This flexible approach: * Accommodates different interests * Empowers student choice and engagement * Maintains academic rigor while fostering creativity * Makes economics accessible and relevant to everyday life The results? Students are more engaged, demonstrate deeper understanding, and develop unique perspectives on economic principles. Seeing how different creative approaches can unlock complex economic concepts is amazing! I'm particularly proud of how this project breaks down barriers in economics education while maintaining high academic standards. Each option requires critical thinking and authentic application of course concepts. I am appreciate the innovative business education environment we have created at NKU Haile College of Business What innovative teaching methods have you implemented in your classroom? Let's share best practices! You can read more about my research in this area in my newsletter. Link in comments. #TeachEcon #UniversalDesign #HigherEducation #TeachingInnovation #StudentSuccess #UDL #EconomicLiteracy

This graphic perfectly captures a critical distinction: "Teacher Well-Being" vs. "Teachers Being Well." Too often, we're offered superficial perks—yoga days, motivational emails, or fruit bowls in the staff room. While well-intentioned, these gestures fail to address the systemic issues that lead to burnout. True well-being, the kind that allows educators to thrive, is built on a different foundation: Sustainable Workloads: Ensuring that lesson planning, marking, and administrative duties are manageable. Psychological Safety: Creating an environment where teachers can voice concerns, ask for help, and innovate without fear of judgment. Meaningful Professional Support: Providing relevant, ongoing development that is supportive, not punitive. Human-Centric Policies: Treating educators as professionals and humans, not machines designed for output. As the image rightly states, "When teachers are well, teaching is well." Investing in these structural supports isn't just good for teachers; it's the most essential prerequisite for student success. #TeacherWellBeing #EducationLeadership #SchoolCulture #TeacherSupport #SustainableTeaching #PsychologicalSafety

The best teachers don't just explain science. They make students experience it. A classroom in China recently captured global attention when two teachers transformed an ordinary lesson on static electricity into an unforgettable learning experience. Instead of relying solely on textbooks or diagrams, they used a simple hands-on experiment that instantly demonstrated how electric charges behave. Within seconds, the classroom was filled with curiosity, surprise, and laughter. What makes this moment so powerful isn't the experiment itself—it's the teaching philosophy behind it. Science is often perceived as difficult because many concepts remain invisible. Students are expected to imagine atoms, forces, magnetic fields, or electric charges without ever seeing them in action. But when those invisible concepts become visible through real-world demonstrations, learning shifts from memorization to understanding. This is exactly why experiential learning is so effective. Research consistently shows that students retain information far better when they actively participate rather than passively listen. A memorable demonstration creates an emotional connection, and emotion strengthens memory. Long after formulas are forgotten, students often remember the experiment that made those formulas meaningful. This lesson extends beyond education. Whether you're leading a business, building a brand, designing products, or presenting ideas, people don't remember information—they remember experiences. If you want your audience to understand something, don't just tell them. Show them. The teachers in this classroom demonstrated that creativity doesn't require expensive technology. Sometimes, a simple experiment, genuine enthusiasm, and the willingness to engage students are enough to create a lesson that millions of people appreciate. Great education doesn't just transfer knowledge. It sparks curiosity. And curiosity is where innovation begins. #Education #Learning #Science #STEM #StaticElectricity #ExperientialLearning #Innovation #Teaching #Teachers #EdTech #Curiosity #LearningByDoing #ClassroomInnovation #Leadership #Creativity #FutureOfEducation #Knowledge #StudentEngagement #ScienceEducation #LinkedIn

🌱 “𝐈 𝐝𝐨𝐧’𝐭 𝐟𝐨𝐫𝐜𝐞 𝐭𝐡𝐞𝐦 𝐭𝐨 𝐠𝐫𝐨𝐰. 𝐈 𝐫𝐞𝐦𝐨𝐯𝐞 𝐰𝐡𝐚𝐭 𝐬𝐭𝐨𝐩𝐬 𝐭𝐡𝐞𝐦.” This line hit me hard—because that’s what great teaching truly is. I once had a student who struggled not with ability, but with fear—fear of making mistakes, of raising their hand, of being wrong. Traditional instruction kept nudging them to “speak up more.” But what actually worked? Giving them a safe space to think quietly, letting them submit reflections anonymously, then slowly offering low-stakes speaking opportunities. They bloomed—on their own terms. 🔍 This is what barrier-free learning looks like. Not pushing students harder, but asking: What’s in their way—and how do I remove it? Some powerful methodologies that support this mindset: ✅ Inquiry-Based Learning – Let curiosity drive the lesson. ✅ Scaffolded Instruction – Support step-by-step until confidence builds. ✅ Metacognitive Reflection – Teach students to know how they learn. ✅ Growth-Oriented Assessment – Focus on progress, not just performance. 🌿 Students don’t need force. They need conditions to thrive. #LearnerCentered #Pedagogy #InquiryBasedLearning #GrowthMindset #TeachingStrategies #HolisticEducation #Scaffolding #ReflectivePractice #BarrierFreeLearning

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

Inclusive teaching isn’t about doing more individual plans, it’s about designing better learning from the start. I really like this simple 3-tier model for thinking about inclusive teaching and learning. Too often, we jump straight to individual adaptations and specialist interventions. But this pyramid reminds us that the greatest impact comes from getting the foundations right first. Tier 1 – High-impact instruction This is the core. Clear explanations. Modelling. Scaffolding. Retrieval practice. Checking for understanding. Strong routines. When teaching is explicit, structured and evidence-informed, most learners succeed without additional support. Tier 2 – Accessible design This is about planning with inclusion in mind from the outset. Universal Design for Learning, flexible resources, multiple ways to access content, chunking, visual supports, vocabulary pre-teaching. Good design reduces barriers before they appear. Tier 3 – Contextual adaptations Targeted, individual adjustments for specific needs. Essential, but not the starting point. If we rely too heavily here, we risk creating dependency and workload that isn’t sustainable. The key message for me: Less individualism, more inclusion. When Tier 1 and Tier 2 are strong, Tier 3 becomes smaller, sharper and more effective. In FE this has big implications for CPD: Focus first on high-quality teaching strategies, build inclusive curriculum design skills and use targeted support strategically, not reactively. Inclusion isn’t an add-on, It’s good teaching, done well, for everyone. #InclusiveTeaching #TeachingAndLearning #FE #CPD #SEND #EducationLeadership #Pedagogy

Learning flourishes when students are exposed to a rich tapestry of strategies that activate different parts of the brain and heart. Beyond memorization and review, innovative approaches like peer teaching, role-playing, project-based learning, and multisensory exploration allow learners to engage deeply and authentically. For example, when students teach a concept to classmates, they strengthen their communication, metacognition, and confidence. Role-playing historical events or scientific processes builds empathy, critical thinking, and problem-solving. Project-based learning such as designing a community garden or creating a presentation fosters collaboration, creativity, and real-world application. Multisensory strategies like using manipulatives, visuals, movement, and sound especially benefit neurodiverse learners, enhancing retention, focus, and emotional connection to content. These methods don’t just improve academic outcomes they cultivate lifelong skills like adaptability, initiative, and resilience. When teachers intentionally layer strategies that match students’ strengths and needs, they create classrooms that are inclusive, dynamic, and deeply empowering. #LearningInEveryWay