Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eARNtr929337; Mon, 27 Nov 2000 18:55:57 -0500 (EST) Date: Mon, 27 Nov 2000 18:55:57 -0500 (EST) Message-Id: <78.d305f0f.27544d9a@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: BStone6000@aol.com To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5334] Re: how many curriculums & Susan Gaer X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Unknown Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 932 Lines: 17 To make greeeaaat teachers, you have to make it possible for them to share their expertise with one another and to cross-observe and de-brief, on paid time , of course....very wonderful, a proven approach to improving practice, and also difficult and expensive to manage logistically. Peer-coaching is as important as staff development tips from a supervisor and staff development activities, workshops, conferences, etc. That's a part of my mind. Remember, supervisors get all kinds of terrific teaching ideas in part because we have the obligation and the luxury of observing all our staff teachers doing great (and occasionally not so great) things! Teachers are sometimes not even aware of the strengths of their practice, but an observer notices and learns. If teachers (PT and FT) had the time to observe and share more, lots would happen I think. C'est tout pour maintenant! Betty Stone SCALE, Somerville, MA
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