# data[].attributes.attachment_link.readable_text
The importance of teachers and education cannot be overemphasized. From pre-K through college, teachers guide students through lessons both small and large, both at public and private institutions all across the country.

With such a broad spectrum of subject matters and specialties in the field of teaching, picking relevant information when writing a teacher resume can be confusing. But if you use a teacher resume example along with LiveCareer's writing tips and tools, we can help you write a resume that gets you into the interview chair and, ultimately, into the classroom.
View Templates

When creating your resume, it's important to be as specific as possible about your experience so that your transferable skills are obvious."

It's important to know what to include (and exclude) on a winning teacher's resume. Since teaching is a field with a lot of variety - consider the different tasks a kindergarten teacher performs versus a high school teacher - having a resume that carefully details your role is critical to getting hired, according to Emma Siesfeld, an educator in Los Angeles who has hired teachers for K-12 roles throughout her career.

It's important to detail your accomplishments on any resume, which is why Siesfeld also looks for results on a teacher resume. She looks for comparative points, such as school ranking, test scores, and awards when considering a candidate. She also looks for teachers whose resumes show they have had valuable experience outside the classroom.

"If you've been a coach or run the art club in a past role, your resume will stand out from the others, so be sure to mention these activities," she said.

Also, your resume should always include specifics about your teaching certificates and licensing as it will eliminate the need to ask those questions during the interview process, she said.

What will land your resume on Siesfeld's "no" pile? Spelling and grammatical errors are at the top of the list, she said.

"I once had an applicant for a language misspell the word 'proficient' on his resume," she said. He didn't get the job.

Key Resume Tips for Creating Your Teacher Resume

Because teachers have unique challenges in presenting information on their resume, a teacher resume example can help you organize your thoughts before you begin writing. But there are some key resume tips that all teachers should consider when writing a resume.

How to Write a Teacher Resume by Grade Level

Preschool Teachers

Kaylee has created a strong preschool teacher resume using our guidelines. Take a look at these important requirements to include in your preschool teacher resume:

To create a preschool teacher resume use these sample skills and responsibilities you might include in your preschool teacher resume. Need more advice? Look to this preschool teacher resume example for more ideas:

Elementary School Teachers

Bronson's elementary school resume places her education front and center. Here are some important educational requirements to include in your elementary school teacher resume:

The following are Bronson's resume has a comprehensive skills section that shows off her most relevant hard and soft skills. Below, we listed other samples of the skills and responsibilities you might include in your elementary school teacher resume. Need more assistance? Look to our elementary school teacher resume example for more ideas:

Middle School Teachers

It's not hard to see on Lisa's resume that she has the education credentials required for employment as a middle school teacher. Here are some important educational requirements to include in your middle school teacher resume:

Lisa's resume incorporates a concise list of relevant skills. If you are looking for additional skills to add to your document, resume, check out the list below. For more ideas, check out our middle school teacher resume example for more ideas:

High School Teachers

As a high school teacher, Toni knows that it's critical to show that you have the proper education and licensing to be hired as a high school teacher. Here requirements you must include in your high school teacher resume:

Here are some skills and responsibilities you should consider including in your high school teacher resume. For additional inspiration, take a look at our high school teacher resume example:

Special Education Teachers

Like Kathryn, be sure to incorporate these important credentials into your special education teacher resume:

Special education teachers should consider the following skills and responsibilities when writing their resumes. For more ways to highlight your skills and experience, look to our special education teacher resume example for additional ideas:

Substitute Teachers

Christopher Crow's resume succinctly shows off the fact that he has the critical training and certifications required to be hired as a teacher in Houston. Here are some importantCheck your resume to be sure these credentials to include in your special education teacher resume are included:

Substitute teachers should consider the following skills and responsibilities when writing their resumes. For more ideas on making your experience shine, check out our substitute teacher resume example:

Teacher Assistants

Here are some important educational requirements to include in your teacher's assistant resume:

The following are samples of the skills and responsibilities you might include in your teacher's assistant resume. Need more information? Look to our teacher's assistant resume example for more ideas:

Writing a Teacher Resume: What's Next?

Regardless of which class level you teach, creating a teacher resume that will catch a recruiter's eye isn't difficult. It simply takes some planning and research to learn how to write a resume from scratch. LiveCareer's library of tips and suggestions make it easy for teachers of all levels to write a resume that will get them hired.

If you are short on time, or uncertain about your writing abilities, using LiveCareer's professional resume builder can help make the process go even faster. The tool not only suggests text to make your accomplishments shine but it also ensures that your finished document is clean, attractive, and free of typos and grammatical errors.

CREATE MY RESUME

# data[].attributes.attachment_link.title
Best Teacher Resume Example | LiveCareer

# data[].attributes.attachment_link.description
The importance of teachers and education cannot be overemphasized. From pre-K through college, teachers guide students through lessons both small and large, both at public and private institutions all across the country. With such a broad spectrum of subject matters and specialties in the field of teaching, picking relevant information when writing a teacher resume can be confusing.

# data[].attributes.attachment_link.readable_text
Remember looking forward to recess every day in elementary school? And not having mountains of homework or college applications to do? Nothing beats the angsty middle and high school years like the joy and wonder of grades 1-6.

As an elementary school teacher, you're lucky to be a part of that formative time. The perks of grade school aren't just for students, after all. As an elementary school teacher, you've got minimal grading to do, long summer breaks, and the unique opportunity to see children experience things for the very first time.

But before you can get your hands dirty with papier-mâché and field trips to the zoo, you'll need a top-notch elementary teacher resume. Find out how to write one with our four tips below.

1. Education and certifications are a must

You might be amazing at getting students' attention and teaching them the basics of math - but none of the skills needed to be a teacher matter if you don't have a proper teaching certification.

Thus, it's crucial to clearly include your teaching credentials on your resume.

To become an elementary school teacher in the United States, you need at least a bachelor's degree and a state-issued license or certificate for teaching primary school. States vary in terms of licensing requirements, though, so be sure to double check yours when preparing your resume.

2. Tie everything together with a powerful resume objective

Not counting your name and contact info, the resume objective is generally the top-most section of your resume. And by occupying such an important piece of real estate, it's the first thing school administrators see when scanning through resumes.

Consequently, you need to make your resume objective stand out.

Remember that these short blurbs provide a concise summary of your background, skills, and qualifications. In order to write one, you can break them down into three sentences:

Sentence 1: Announce your title and the number of years of work experience you have.

Sentence 2: Describe unique teaching skills or qualities relevant to your target position.

Sentence 3: List any certifications or credentials needed for the role.

Our candidate follows this formula for their teacher resume, but includes a special fourth sentence to highlight their job-seeking goals:

Elementary School Teacher with 6+ years of experience managing classrooms of 20-25 students. Adept at using positive reinforcement teaching techniques to encourage student behavior and growth. Licensed teacher in Texas, with a BS in Interdisciplinary Studies and Special Education certificate. Looking to leverage my creativity and teaching experience to engage at-risk students.

Looking for your first elementary school teaching job? Use an effective teacher resume objective that reflects your level of experience to make sure your resume is noticed by hiring managers.

While it's perfectly fine for a resume to exclude this section, having a career objective may make the difference between having your resume get picked up or set aside. Why? It provides a neat summary for hiring managers who don't have the time to read every work bullet in detail.

3. Use strong, active verbs to describe your accomplishments and teaching skills

Elementary school teachers do a lot more than just teach. They rein in unruly students, lead fun learning activities, and inspire young minds.

With that in mind, it's imperative that you shine light on your previous work experiences through active verbs and vivid language. Passive phrases like "responsible for" or "duties included" downplay the skills of a teacher by making you appear less enthusiastic and your work seem less significant.

Check out how our candidate uses high-impact accomplishment statements in the professional experiences section of our sample elementary teacher resume:

Create and adapt lesson plans according to students' academic needs, including both individual and group work

Fostered student curiosity and interest in learning through hands-on activities and field trips

Designed and implemented daily lesson plans for classroom of 22 students

Verbs like "create" and "implement" convey much more authority and initiative, and also help make our candidate stand out to school administrators.

Need some help coming up with better verbs? We've got the longest list of action verbs to help you brainstorm.

4. Add key elementary teacher resume skills and abilities

For elementary school teachers, interpersonal skills are essential. Besides working with students, elementary school teachers also have to regularly meet and collaborate with other adults, such as parents and other teachers. Of course, no one likes working with a grouch or social recluse - much less, trusting their children in the hands of one.

Consequently, the teacher skills you put on your resume should show that you're a people person who can responsibly teach and manage elementary schoolers.

Check out our sample resume for inspiration. Our candidate emphasizes the interpersonal skills required to be a teacher in numerous ways-for instance, by listing "Active Listening" as a key skill and writing targeted work bullets like the following:

Established an open-door policy for 6:30-8:00 a.m. parent/teacher conferences three days a week

Fostered student curiosity and interest in learning through hands-on activities and field trips

You can similarly describe your skills in working with people throughout your elementary school teacher resume, whether in your career objective, professional experiences, or additional skills section.

Interpersonal skills are a type of soft skills, which can't be measured quantitatively like hard skills on your teacher resume. Find out more in our guide to soft skills.

Working with and teaching young children is a gratifying experience, as well as an honor. Whether it's math or art class, or a lesson about sharing, you're helping shape some of the next generation's brightest minds.

It's a huge undertaking - so we understand if you're struggling to put together your resume. For extra guidance, try our easy-to-use resume builder!

# data[].attributes.attachment_link.title
Elementary Teacher Resume Samples & Writing Guide | Resume Genius

# data[].attributes.attachment_link.description
Remember looking forward to recess every day in elementary school? And not having mountains of homework or college applications to do? Nothing beats the angsty middle and high school years like the joy and wonder of grades 1-6. As an elementary school teacher, you're lucky to be a part of that formative time.

# data[].attributes.attachment_link.readable_text
When writing a resume, it is helpful to review resume examples that are related to your occupation. Your resume should reflect the latest trends in resumes for your field - including the format, as well as what you choose to include, and how you include it.

In the competitive field of education, you will want your resume to stand out, and highlight your ability to learn and grow in the current environment.

Here is a list of teacher and other education-related resume examples to use to get ideas for your own resume. The list includes resumes for early childhood education, teaching abroad, and related positions such as camp counselor and librarian.

Tips for Writing a Resume for a Teacher

Highlight your education and credentials. Teaching jobs usually require specific degrees and certifications, so be sure to highlight your education. Include an "Education" resume section towards the top of your document.

Include all relevant teaching experience. Remember to list relevant teaching experience if applicable. If you have limited teaching experience, include volunteer positions and co-curricular activities that involve teaching in some way.

List accomplishments, not duties. Rather than listing your duties for each job, include a list of your greatest accomplishments. For example, you might mention that you helped improve student test scores, or include information or quotes from your supervisor's evaluations of your classes.

If you received an award or commendation from your school, mention this. Whenever possible, include values to numerically show your successes. For example, you might state, "Developed and implemented new math curriculum, resulting in 48% improvement in state test scores."

Tailor each resume to the job. If you are applying for several different positions in different teaching environments, make sure that you tailor your resume to each job opening.

You will want to highlight different aspects of your experience, depending on the specific requirements of the position available. Read the job posting carefully, and make the connections between your experience and the requirements of the position very clear in your resume. One way to do this is to include keywords in your resume from the job listing. Look for important words in the job listing (including qualifications, skills, etc.) and include them in your resume to demonstrate that you are a good fit for the job.

Consider the format. You may find that different formats are more appropriate, depending on the position you are applying for (or your work history). Keep an open mind, and don't be afraid to try a more updated look for your resume. As long as you include all the relevant information, sometimes a different look can be what makes you stand out from the rest of the applicants.

Use examples. Use these resume examples to get an idea of what information to include, how to highlight your most relevant experiences, and how to format your resume. Then you can personalize it based on your own information.

Edit, edit, edit. Be sure to thoroughly edit your resume, looking for any spelling or grammar errors.

Also make sure your formatting is consistent - for example, make sure you use the same style of bullet points throughout your resume, and the same size font for all of your section headings. Employers want professional, polished resumes.

Review a Teacher Resume Example

If you're unsure how to write your resume, take a look at the sample teacher resume below for ideas about what to include and how to structure the document. You'll also find an example of a resume written specifically for an early childhood education job.

FirstName LastName
Street Address
City, State, Zip
Phone
Email Address
TEACHING EXPERIENCE Teacher
Teacher

Created and implemented daily and unit lesson plans for 3rd grade, administered testing, and tracked and analyzed class performance.

Conducted group and one-on-one math, reading, and writing activities.

Developed excellent rapport with students.

Fostered a classroom environment conducive to learning and promoting excellent student engagement.

Conducted parent conferences.

Student Teacher

Designed and taught lessons in math, science, social studies, and reading curricula in 6th grade classroom.

Created and implemented interdisciplinary literature study based on international theme.

EDUCATION
VOLUNTEERISM AND LEADERSHIP Jasmine Street School, Saratoga Springs, CA
Spring 20XX
Profile RS Denham Elementary School, Albany, CA Experience

Plan activities that stimulate growth in language, social, and motor skills.

Responsible for managing class of 16 students ages 3-4.

Develop strategies for best utilizing assistant teacher's skills and offer regular professional development.

Communicate with parents on a regular basis, via annual assessments, quarterly meetings, and monthly phone conversations.

June 20XX - June 20XX

Oversaw daily operations, managing a staff of 12 employees.

Responsibilities included administrative, billing, personnel issues, policies and procedures, payroll, and quarterly tax preparation and submission.

Implemented curriculum plans for three class levels.

Maintained ongoing communication with parents regarding children's activities, behavior, and development, and responded to all parents' concerns as they arise.

Maintained records and reports on each child.

Clifton Park High School, Clifton Park, CA

Responsible for customer service, via in-person management and dealing with questions and concerns via phone.

Ordered merchandise and managed inventory.

Developed curriculum for staff professional development days, and led training for in-store interns.

Education
September 20XX - Present

Developed and implemented daily and unit lesson plans for 9th grade, administered tests and evaluations, and analyzed student performance.

Conducted group and individual reading, math, and science activities.

Fostered a classroom environment conducive to learning and promoting excellent student/teacher interaction.

Participated in faculty and parent conferences.

Michelin College, Saratoga Springs, CA
May 20XX
Bachelor of Science

Town Elementary School, Philadelphia, CA
January 20XX - Present
Tutored and mentored 2nd and 3rd graders enrolled in an after-school program.

Early Childhood Education Teacher Resume Example

The following is an example of a resume for an early childhood education position. The resume includes a resume profile, an experience section, and an education section.

Marilyn M. Arnold
4500 Ridgewood Road
Memphis, Tennessee 38116
901-599-0316
email@yahoo.com

Preschool lead teacher with ten years of daycare and preschool teaching experience. Strong organizational skills, thorough educational background, and ability to work well and communicate effectively with children, parents, colleagues, and supervisors.

Lead Teacher
La Petite Academy, Memphis, TN
June 20XX-present

Owner/ Director
ABC Daycare, Memphis, TN
May 20XX-May 20XX

Overnight Stocking/Sales Associate/ Department Manager
Wal-Mart, Memphis, TN
April 19XX-January 20XX

MA in Elementary Education, University of Memphis
Expected graduate date May 20XX

BA in English, Southwest Tennessee Community College
May 20XX

Associate of Science Degree, Southwest Tennessee Community College
May 19XX
Grade Point Average 4.0
Earned 80% of tuition by working while carrying a full course load

Nursing Assistant Certification

More Teaching / Education Resume Examples

Cover Letter Examples for Teachers

Review these examples of cover letters for teachers to get ideas for your own cover letters.

Read More: Teaching Skills List for Resumes & Cover Letters | Teaching Interview Questions & Answers

# data[].attributes.attachment_link.title
Resume Samples for Education and Teaching Jobs

# data[].attributes.attachment_link.description
When writing a resume, it is helpful to review resume examples that are related to your occupation. Your resume should reflect the latest trends in resumes for your field - including the format, as well as what you choose to include, and how you include it.

# data[].attributes.attachment_link.readable_text
contributed by Laurel Schmidt, myedexpert.com

Teachers don't get to set the culture of their school, but they do define the world inside the four walls of their classroom.

With every word and gesture, they determine the how-we-do-things-in-this-room, from conversational style to turning in work, asking questions, sharing supplies, and more. Even more important, they subtly transmit cues to their students about who or what is valuable, and how factors including gender, race, language, economics, customs and even zip codes will influence a student's standing in this intimate community.

Great teachers understand the huge responsibility of defining the culture of their classroom and they go at it with gusto, launching an unrelenting search for what each student can do and how that contributes to the strength of the group.
How-and Why-To Create A Class Resume
An excellent activity that trumpets this egalitarian agenda is creating a class resume. It's a visual inventory of all the assets your students possess-the sum total of their experiences, knowledge, skills and multiple intelligences.

To get started, teach your students that a resume is a list of a person's skills and accomplishments. People write resumes to get the jobs they want, while other people read them to find people who can work with them. You may even want to share a copy of yours.

Then explain that since you'll all be working together for a whole year, it's important to know the kinds of things they can do to help each other learn. So they're going to spend some time talking, thinking, remembering, and asking questions that will help them construct their class resume.

Now show them a list of potential categories that can be part of the resume. The list below can provide a starting point but be sure to ask for additional suggestions.
Sample Categories For Fictional Class Resumes
1. Languages spoken (list them)
2. Countries visited or lived in (list them)
3. Pets
4. Can draw or paint (comics, animals, sci-fi creatures)
5. Music skills: Play instruments, sing, whistle, perform as DJ
6. Dance: list kinds
7. Writing (genres: poems, short stories, plays, jokes, skits, graphic novels)
8. Performance: acting, tricks, jokes, mime
9. Play games or sports (list them)
10. Know how to: (cook dinner, skateboard, feed a baby, set up a tent)
11. Use tools to build or fix things (repair a bike or computer)
12. Can navigate the bus/subway system
13. Can grow plants, care for a garden
14. Tech skills: Can run a VCR, boot up the computer, do research on the internet, build websites, create an app, use GPS
15. Have collections: (list them)
17. Have a library card
18. Play board games: (list them)
19. Won a contest or prize
20. Belong to clubs or organizations (scouts, etc)
21. Other skills
Getting Started: How It Could Work In Your Classroom
Remember, the categories are simply prompts to guide your students' curiosity about each other, so tailor the list to their ages, experiences, neighborhoods, ethnic and cultural origins. Include plenty of real-world skills, not just things we do at school. Make sure there's something for kinesthetic, visual and interpersonal learners, as well as kids who are strong in academics.

Now divide the class into work-size groups. Give them large sheets of paper and marking pens or any materials that are age-appropriate for this project. Allow plenty of time for them to talk, review the categories and discover their collective assets.

Each group can design its own resume, but if you have younger students you may want to give them a template of a resume and have them fill in the blanks. They can even use simple drawings along with words to record their information.

Be sure that they include the names associated with each asset. For example, Languages Spoken: Farsi (Chris and Laila) Spanish (Marco, Soledad, and Aida), Korean (Paul).
Why The Classroom Resume Activity Works
The power of the resume activity is that it motivates students to prospect for talents and experiences among their peers and each discovery helps them expand their list. A group with four bilingual students is suddenly 'language rich.'

The social-emotional impact of this is huge. Rather than viewing differences as oddities that create social distinctions and potential distance, your students are re-conditioned to welcome each revelation because it beefs up their asset bank.

Another important feature of this activity is that it immediately focuses kids on the class as a community--who we are and what can we do with and for each other-rather than defining the classroom as an arena in which students compete for grades or the teacher's attention.

When the groups are finished, display all the resumes and let the students wander around and study the information. Then bring them together and discuss what they've learned about each other. Ask questions like:

What's the most interesting item on all these resumes?

What's the biggest surprise?

What do most of us seem to have in common?

What kinds of things do you see that you want to learn from each other?

Spend some time identifying the 'experts' in the class. Who are the linguists? Who can teach us to play chess or checkers? What if we want to write a musical? This is not to put certain students on a pedestal, but to let the group know to whom they can turn for various types of help.

Recopy or just cut and paste the group resumes into one big one. Display it prominently and invite students to keep adding on as they remember more things that they can do. And don't forget to list some talents of your own because you're part of the resource pool, too.

Taking time to build a class resume sends a powerful message. As a group, we possess lots of skills that we can use to help each other get smarter. No one needs to fail in a class with this much talent because we're all in it together.
Laurel Schmidt is the author of Classroom Confidential: The 12 Secrets of Great Teachers and Social Studies That Sticks: How to Bring Content and Concepts to Life (Heinemann.com). For more ideas or to contact Laurel go to Laurel Schmidt's Think Tank at www.MyEdExpert.com *previously published at TeachThought.com

# data[].attributes.attachment_link.title
Help Your Students See Their Gifts: Create A Class Resume | TeachThought PD

# data[].attributes.attachment_link.description
contributed by Laurel Schmidt, myedexpert.com Teachers don't get to set the culture of their school, but they do define the world inside the four walls of their classroom. With every word and gesture, they determine the how-we-do-things-in-this-room, from conversational style to turning in work, asking questions, sharing supplies, and more.

# data[].attributes.attachment_link.title
The power of believing that you can improve

# data[].attributes.attachment_link.description
Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

# data[].attributes.headline
Establishing a growth mindset as a teacher

# data[].attributes.subject
Establishing a growth mindset as a teacher

# data[].attributes.attachment_link.title
Establishing A Growth Mindset As A Teacher: 9 Statements Of Affirmation

# data[].attributes.attachment_link.description
Establishing A Growth Mindset As A Teacher: 9 Statements Of Affirmation

# data[].attributes.headline
Carol Dweck Revisits the 'Growth Mindset'

# data[].attributes.subject
Carol Dweck Revisits the 'Growth Mindset'

# data[].attributes.attachment_link.readable_text
For many years, I secretly worked on my research. I say "secretly" because, once upon a time, researchers simply published their research in professional journals-and there it stayed.

However, my colleagues and I learned things we thought people needed to know. We found that students' mindsets-how they perceive their abilities-played a key role in their motivation and achievement, and we found that if we changed students' mindsets, we could boost their achievement. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). And when students learned through a structured program that they could "grow their brains" and increase their intellectual abilities, they did better. Finally, we found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits.

So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. And many educators have applied the mindset principles in spectacular ways with tremendously gratifying results.

This is wonderful, and the good word continues to spread. But as we've watched the growth mindset become more popular, we've become much wiser about how to implement it. This learning-the common pitfalls, the misunderstandings, and what to do about them-is what I'd like to share with you, so that we can maximize the benefits for our students.

A growth mindset isn't just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students' achievement, but it's not the only thing. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches-not just sheer effort-to learn and improve.

We also need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: "Great effort! You tried your best!" It's good that the students tried, but it's not good that they're not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they're stuck, teachers can appreciate their work so far, but add: "Let's talk about what you've tried, and what you can try next."

Recently, someone asked what keeps me up at night. It's the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement. In other words, if you want to make students feel good, even if they're not learning, just praise their effort! Want to hide learning gaps from them? Just tell them, "Everyone is smart!" The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student's current achievement and then, together, doing something about it, helping him or her become smarter.

I also fear that the mindset work is sometimes used to justify why some students aren't learning: "Oh, he has a fixed mindset." We used to blame the child's environment or ability.

Must it always come back to finding a reason why some children just can't learn, as opposed to finding a way to help them learn? Teachers who understand the growth mindset do everything in their power to unlock that learning.

A few years ago, my colleague in Australia, Susan Mackie, detected an outbreak of what she called "false growth mindset." She was seeing educators who claimed to have a growth mindset, but whose words and actions didn't reflect it. At first, I was skeptical. But before long, I saw it, too, and I understood why.

In many quarters, a growth mindset had become the right thing to have, the right way to think. It was as though educators were faced with a choice: Are you an enlightened person who fosters students' well-being? Or are you an unenlightened person, with a fixed mindset, who undermines them? So, of course, many claimed the growth-mindset identity. But the path to a growth mindset is a journey, not a proclamation.

Let's look at what happens when teachers, or parents, claim a growth mindset, but don't follow through. In recent research, Kathy Liu Sun found that there were many math teachers who endorsed a growth mindset and even said the words "growth mindset" in their middle school math classes, but did not follow through in their classroom practices. In these cases, their students tended to endorse more of a fixed mindset about their math ability. My advisee and research collaborator Kyla Haimovitz and I are finding many parents who endorse a growth mindset, but react to their children's mistakes as though they are problematic or harmful, rather than helpful. In these cases, their children develop more of a fixed mindset about their intelligence.

How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let's legitimize the fixed mindset. Let's acknowledge that (1) we're all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.

If we "ban" the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.) But if we watch carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset.
What are your triggers?
Watch for a fixed-mindset reaction when you face challenges. Do you feel overly anxious, or does a voice in your head warn you away? Watch for it when you face a setback in your teaching, or when students aren't listening or learning. Do you feel incompetent or defeated? Do you look for an excuse? Watch to see whether criticism brings out your fixed mindset. Do you become defensive, angry, or crushed instead of interested in learning from the feedback? Watch what happens when you see an educator who's better than you at something you value. Do you feel envious and threatened, or do you feel eager to learn? Accept those thoughts and feelings and work with and through them. And keep working with and through them.

My colleagues and I are taking a growth-mindset stance toward our message to educators. Maybe we originally put too much emphasis on sheer effort. Maybe we made the development of a growth mindset sound too easy. Maybe we talked too much about people having one mindset or the other, rather than portraying people as mixtures. We are on a growth-mindset journey, too.

# data[].attributes.attachment_link.title
Carol Dweck Revisits the 'Growth Mindset' (Opinion)

# data[].attributes.attachment_link.description
Carol Dweck, who parsed the difference between a "fixed" and a "growth" mindset, clarifies her theories of intelligence.

# data[].attributes.headline
7 Pillars of Digital Leadership in Education

# data[].attributes.subject
7 Pillars of Digital Leadership in Education

# data[].attributes.attachment_link.readable_text
by Eric Sheninger, Principal at New Milford High School in New Jersey

As schools change leadership must as well.

With society becoming more and more reliant on technology it is incumbentuponleaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring. In order to set the stage for increasing achievement and to establish a greater sense of community pride for the work being done in our schools, we must begin to change the way we lead. To do this, leaders must understand the origins of fear and misconceptions that often surround the use of technology such as social media and mobile devices.

Once the fears and misconceptions are placed on the table, leaders can begin to establish a vision for the effective use of technology to improve numerous facets of leadership. The challenge for school leaders is why, how, and where to begin. Digital leadership is not about flashy tools, but a strategic mindset that leverages available resources to improve what we do while anticipating the changes needed to cultivate a school culture focused on engagement and achievement. It is a new construct of leadership that grows out of the leader's symbiotic relationship with technology.

The end result will be sustainable change in programs, instruction, behaviors, and leadership practices with technology as a pivotal element. Digital leadership requires a shift in leadership style from one of mandates, directives, and buy-in to one grounded in empowerment, support, and embracement as keys to sustainable change.

From my work I have identified what I call the Pillars of Digital Leadership. These are the specific areas embedded in the culture of all schools that can be improved or enhanced though the use of available technology, especially social media. They present a framework from which any educator or leader can begin to harness the power of technology to change professional practice and initiate sustainable change. 7 Pillars of Digital Leadership In Education
Note: Graphic by New Milford HS student Grace Jeon! 1. Communication
Leaders can now provide stakeholders with relevant information in real time through a variety of devices. No longer do static, one-way methods such as newsletters and websites suffice. Important information can be communicated through various free social media tools and simple implementation strategies in order to meet stakeholders where they are in the digital age.
2. Public Relations
If we don't tell our story, someone else will, and more often than not, another's version will not be the one we want told. Leaders need to become storytellers-in-chief.We can now form the foundation of a positive public relations platform using free social media tools where we control the content. By doing so, we create the means by which we share all of the positives associated with our schools and create a much needed level of transparency in an age of negative rhetoric toward education.
3. Branding
Businesses have long understood the value of brand and its impact on current and potential consumers. Leaders can leverage social media tools to create a positive brand presence that emphasizes the positive aspects of school culture, increases community pride, and helps to attract/retain families when looking for a place to send their children to school.
4. Student engagement/learning
We cannot expect to see increases in achievement if students are not learning. Students that are not engaged are not likely to be learning. Leaders need to understand that schools should reflect real life and allow students to apply what they have learned through the use of the tools they are using outside of school.

Digital leaders understand that we must put real-world tools in the hands of students and allow them to create artifacts of learning that demonstrate conceptual mastery. This is an important pedagogical shift as it focuses on enhancing essential skill sets-communication, collaboration, creativity, media literacy, global connectedness, critical thinking, and problem solving - that society demands.
5. Professional growth/development
With the rise of social media, schools no longer have to be silos of information and leaders do not have to feel like they are on isolated islands that lack support and feedback. Leaders can form their own Personal Learning Network (PLN) to meet our diverse learning needs, acquire resources, access knowledge, receive feedback, connect with both experts in the field of education as well as practitioners, and discuss proven strategies to improve teaching, learning, and leadership.
6. Re-envisioning earning spaces and environments
Once leaders understand the pillars and how to use them to initiate sustainable change, the next step is to begin to transform learning spaces and environments that support essential skill sets and are aligned with the real world. Leaders must begin to establish a vision and strategic plan to create an entire school building dedicated to learning in an ever so more digital world. In order to do so, leaders must be knowledgeable of the characteristics and dynamics that embody innovative learning spaces and environments.
7. Opportunity
It is important for leaders to consistently seek out ways to improve existing programs, resources, and professional development. Digital leaders leverage connections made through technology and increase opportunities to make improvements across multiple areas of school culture.
Conclusion
Leaders need to be the catalysts for change and the pillars identified above provide a framework.

Each is critical in its own right to transforming and sustaining a positive school culture. By addressing each of these pillars, leaders can begin changing and transforming their respective schools into ones that prepare learners with essential digital age skills while engaging a variety of stakeholders. Digital leadership begins with identifying obstacles to change and specific solutions to overcome them in order to transform schools in the digital age.
You can read more about digital leadership in 21st century learning environments in Eric's new book Digital Leadership: Changing Paradigms for Changing Times available from Corwin Press; i mage attribution flickr user amnestystudent and New Milford HS student Grace Jeon; 7 Pillars Of Digital Leadership In Education

# data[].attributes.attachment_link.title
7 Pillars Of Digital Leadership In Education

# data[].attributes.attachment_link.description
by Eric Sheninger, Principal at New Milford High School in New Jersey As schools change leadership must as well. With society becoming more and more reliant on technology it is incumbentuponleaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring.

# data[].attributes.headline
Professional Learning Networks Designed for Teacher Learning

# data[].attributes.subject
Professional Learning Networks Designed for Teacher Learning

# data[].attributes.attachment_link.readable_text
NC Student Standards

DIGITAL LEARNING STANDARDS (effective 2020-2021)

The State Board of Education and the North Carolina Department of Public Instruction are committed to providing personalized, digital-age education that K-12 students need to be successful in college, careers, and as globally engaged, productive citizens. For student standards in the areas of Digital Learning (K-12), NC has adopted the International Society for Technology in Education Standards for Students.

Implementation of the NC Standard Course of Study for Digital Learning Grades K-12 will begin in the 2020-2021 school year. North Carolina's Digital Learning Standards are designed to be delivered by classroom teachers in all curricular areas and grade levels providing students the equitable opportunity to learn in a digitally enabled classroom. The Digital Learning Standards encompass the following:

Digital citizenship, data privacy, and cyber safety

Digital-aged skills that enable students to be college and career ready

Creation, collaboration, communication, and critical thinking skills

Inquiry and design thinking learning opportunities

INFORMATION & TECHNOLOGY ESSENTIAL STANDARDS for STUDENTS (Current through 2019-2020)
Additional information and resources for the Digital Learning Standards are available from the DTL Google site.

During 2009, Digital Teaching and Learning staff members worked with LEA representatives and other DPI staff to create Information and Technology Essential Standards. These standards were developed using Bloom's Revised Taxonomy and replace the Computer Skills and Information Literacy Standard Courses of Study. The standards were piloted in 2010-2011.

These standards are critical building blocks for the education of our students. ITES represent the "must have" information and technology skills and knowledge that each student must have in order to achieve success at the next level. The standards are designed to be delivered by classroom teachers in all curricular areas and grade levels. As the ITES are taught throughout all classrooms and across all curricular areas, it is essential that classroom teachers collaborate with school library media coordinators and instructional technology facilitators in delivering this instruction. School library media coordinators and instructional technology facilitators should be active participants in grade level and/or curricular area planning groups as these teams analyze student data, identify learning goals, plan and deliver instruction, and assess student progress.

Five Strands:

Sources of Information

Informational Text

Technology as a Tool

Research Process

Safety and Ethical Use

Supporting documents include learning progressions, standards alignment and clarifying objectives.

In 2013, the North Carolina General Assembly passed House Bill 23, which called on the State Board of Education to develop digital teaching and learning competencies that would "provide a framework for schools of education, school administrators, and classroom teachers on the needed skills to provide high-quality, integrated digital teaching and learning." These competencies demonstrate skills that teachers and leaders should integrate into their practice in order to create digital learning environments. The State Board of Education approved the competencies on June 2016.

The teaching and learning process is a complex balance of content knowledge, pedagogical strategies, and technological resources. The Digital Learning Competencies for Teachers, informed by International Society for Technology in Education (ISTE), International Association for K-12 Online Learning (iNACOL), and the NC Professional Teaching Standards, are to be viewed within the context of the current North Carolina Professional Teaching Standards as extensions in relationship with the ways that digital technologies impact and affect schools.

The Digital Learning Competencies for Administrators are to be viewed within the context of the current North Carolina Standards for School Executives as extensions in relationship with the ways that digital technologies impact and affect schools. School and district administrators should use these competencies to improve their practice, build capacity in their staff, and drive student learning within their schools. Each Focus Area carries with it a subset of competencies that help to explain and 'unpack' the Focus Area.

Throughout all of the competencies is the underlying assumption of leadership and excellence with regard to digital citizenship. Administrators should model the behavior they expect from their staff and students and should continually seek to represent their schools and districts with the way they convey themselves both on and offline. Teachers and administrators should use these competencies to improve their practice and drive student learning within their classrooms.

NCDPI's Digital Teaching and Learning Division engaged district teams across the state in regional professional learning on the Digital Learning Competencies throughout July 2016. These sessions were well attended and provided district teams with a robust overview of the Digital Learning Competencies as well as an opportunity to begin the planning process for implementation in July 2017. The North Carolina Digital Learning Plan provided recommendations for state actions that will support K-12 schools as they become digital-age learning organizations.

Please find the Digital Learning Competencies for Teaches and Administrators attached below.

NC Professional Standards

Organizations

Download

Download

# data[].attributes.attachment_link.description
There are four types of standards addressed this section: Student Standards The Information and Technology Essential Standards are currently in place and will be replaced with the International Society for Technology in Education Standards for Students effective 2020-2021 school year.

# data[].attributes.attachment_link.readable_text
Find your answers below to common questions on Google for Education certifications.

General Questions

Exam Privacy and Policies

Following is the Exam Privacy and Policies agreement that is presented to the examinee during the registration process.

THE TERMS OF THIS AGREEMENT ARE SUBJECT TO CHANGE FROM TIME TO TIME IN GOOGLE'S SOLE DISCRETION. IT IS YOUR RESPONSIBILITY TO REVIEW THESE TERMS CAREFULLY AS YOU MUST COMPLY WITH THE MOST CURRENT VERSION OF THE AGREEMENT.

Privacy. As part of taking the Exam, Google will capture your personal information which includes, but is not limited to, your photograph, your digital keystroke patterns, and your personally identifying information (including, but not limited to, name, address, company, title). In addition, as part of the online proctoring of each Exam, Google or an agent of Google may be watching a live webcast of you at your session (and can communicate with you, tell you to stop taking cell phone calls, etc.). All information collected in connection with the Exam shall collectively be referred to as "Exam Information". The Google Privacy Policy describes how we treat personal information when you use Google's products and services, including the Exam Information. In addition, the following describes our privacy practices that are specific to the Exam.

All Exam Information you submit to Google is collected by Google or its authorized agents in the United States, as well as the jurisdiction where you take the Exam. Exam Information may be shared with our affiliates, subsidiaries or joint ventures in other jurisdictions for Exam purposes. This Policy is governed by United States law.

For individuals located in the European Union, by submitting your Exam Information you are agreeing to the transfer of that information outside the European Union (EU) or the European Economic Area ("EEA") to countries where privacy standards may differ. Google adheres to the EH-US Privacy Shield Framework principles with respect to Exam Information collected by entities located in the EEA and transferred to Google in the United States. For more information about the Privacy Shield Framework or our registration, see the U.S. Department of Commerce website at https://www.privacyshield.gov.
How will Exam Information be used?
The Exam Information you submit is used for the following purposes:

Registering test takers to take exams

Providing successful test takers with printable copies of their certifications

Track the number of certified professionals employed by partners

Tracking an individual's certification renewals and additional certifications over time

Ensuring the security of the Exam process

Your Choices
Submitting your Exam Information is voluntary. However, if you choose not to submit your Exam Information, you will not be permitted to take the Exam.
Who may access your data?
Google employees, affiliated companies or entities acting on behalf of Google process Exam Information for the purposes listed above. Google takes appropriate technical, organizational, and legal steps to protect Exam Information. Affiliate companies or entities acting on behalf of Google with whom we share your Exam Information will be bound by terms of confidentiality.

Administrators of your G Suite organization will be able to see your training progress and certification status
Does Google keep your data?
Exam Information is retained in accordance with local law. We may also retain Exam Information to:

Dispute resolutions around test taking and passing

Do demographic and similar non-personally identifiable analyses regarding the test taker populations, pass rates, and other behaviors

Track the number of certified educators employed by schools and districts

Track the certified individual's certification renewals and additional certifications over time

Contacting Us
For more information about our privacy practices, please contact us through this website any time, or write to us at:

Privacy Matters c/o Google Inc. 1600 Amphitheatre Parkway Mountain View, California, 94043 USA

Exam Anomalies. If Google discovers an anomaly with your Exam results, you will: (1) not be certified for the Exam (2) be permanently barred from re-taking the Exam, or taking any other G Suite exam; and (3) Google, in its sole discretion, may choose to terminate any applicable business relationship.

Failing and Re-taking the Exam. If you fail the Exam, you may re-take the Exam, but you must wait at least fourteen days before doing so. If you fail the Exam a second time, you may re-take the Exam, but must wait at least sixty days before doing so. If you fail the Exam a third time, you may re-take the Exam, but must wait at least one year before doing so.

Exam Fraud. Our Exam system monitors all completed Exams for instances of fraud, cheating, and/or the misrepresentation of personal identity. The Google for Education Team reserves the right to terminate any and all certifications or badges associated with a user who violates our exam policies, including the exam retake rules listed above.

Cheating is unfair to candidates who have put in the hard work and play by the rules, so if you see it or hear about it, report it. Contact the GFE Testing Violations Team by email at gfe-certification-violation@google.com.

Staying Current. You are required to re-take the Exam every 36 months. The Exam may be retaken thirty days prior to your 36 month renewal date, or up to sixty days after your 36 month renewal date.

Use of Certification Logo. Your use of the Google certification logo is only for the personal use of the individual person who passed the Exam, and cannot be used to represent that a company or school is certified. That is, a company or school may not represent itself as certified-only those individual persons who have passed the Exam may represent themselves as certified. Additionally, the certification logo and its associated badge may not be replicated or reproduced without express consent from Google. Your use of the Google certification logo is subject to Google's then-current Brand Feature Guidelines, which are located at the following URL: http://www.google.com/permissions/guidelines.html.

Policies. The Google policies are located at teachercenter.withgoogle.com, or other such URL as Google may provide. These policies are incorporated by this reference, and may change from time to time. Please see teachercenter.withgoogle.com/certification for the latest program policies. If Google suspects that you are in violation of any of the policies, Google, in its sole discretion, may revoke any of your G Suite certifications and you will be permanently barred from re-taking any G Suite exam.

Exam Non-disclosure Agreement (NDA)

Following is the Non-Disclosure Agreement that is presented to the examinee during the Certification Exam:

Agreement:

This Google Certification and Non-Disclosure Agreement (the "Agreement") is entered into between the examinee ("You") and Google Inc. ("Google") as of the date you click "I agree" below (the "Effective Date").

1. Confidential Information. The content of the Exam, including without limitation, questions, answers, or any communication, including oral communication, regarding or related to the Exam is Google's confidential information ("Confidential Information"). Any disclosure of Confidential Information is a violation of this Agreement and could compromise the integrity and security of the certification program, which certifies educators who have demonstrated the fundamental and advanced skills of implementing Google for Education tools in the classroom. Google makes exams available to You solely for the purpose of demonstrating competency in the content area referenced by the title of this exam. You are expressly prohibited from disclosing, publishing, reproducing, copying, selling, posting, downloading or transmitting any Confidential Information, in whole or in part, in any form or by any means, oral or written, electronic or mechanical, for any purpose.

2. Certification Revocation. If you violate this Agreement or engage in any misconduct, you may be prohibited from taking the Exam and/or any other G Suite Exam; you may be decertified from the Google Certification Program; and/or Google, in its sole discretion, may terminate any applicable business relationship with you.

3. Examples of misconduct and/or misuse of the Exam include but are not limited to:

Fraudulently impersonating another while taking the Exam

Providing or accepting improper assistance

Disseminating actual Exam content by any means including, but not limited to, web postings, formal or informal test preparation or discussion groups, reconstruction through memorization or any other method

Possession of non-authorized items during the Exam

Using unauthorized materials (including brain-dump material and/or unauthorized publication of Exam questions with or without answers) to prepare for the Exam

Making notes of any kind during the Exam

Removing or attempting to remove Exam material (in any format)

Intentionally causing a disturbance of any kind during the Exam

Modifying and/or altering the results and/or score report for this Exam or any other Exam record

# data[].attributes.attachment_link.description
Find your answers below to common questions on Google for Education certifications. General Questions Following is the Exam Privacy and Policies agreement that is presented to the examinee during the registration process. THE TERMS OF THIS AGREEMENT ARE SUBJECT TO CHANGE FROM TIME TO TIME IN GOOGLE'S SOLE DISCRETION.

# data[].attributes.attachment_link.description
Kryterion, Inc. uses cookies to track session reliability, maintain session security, and understand user interaction with our website. By browsing our website, you consent to our use of cookies and other tracking technologies. For more information please see our Privacy Policy. Privacy Policy | Terms of Service © KRYTERION, Inc.

# data[].attributes.attachment_link.title
Google Meet Nod Extension: Use emojis in your Google Hangout Meeting

# data[].attributes.attachment_link.readable_text
We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

# data[].attributes.attachment_link.title
Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.attachment_link.readable_text
About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

COPPA Safe Harbor

California Student Privacy Certified

# data[].attributes.attachment_link.title
Whiteboard.fi - Free online whiteboard for teachers and classrooms

# data[].attributes.attachment_link.description
Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

# data[].attributes.attachment_link.readable_text
QR Code is a two-dimensional version of the barcode, typically made up of black and white pixel patterns. Denso Wave, a Japanese subsidiary of the Toyota supplier Denso, developed them for marking components in order to accelerate logistics processes for their automobile production. Now, it has found its way into mobile marketing with the widespread adoption of smartphones. "QR" stands for "Quick Response", which refers to the instant access to the information hidden in the Code.
Tell me more

# data[].attributes.attachment_link.title
QR Code Generator | Create Your Free QR Codes

# data[].attributes.attachment_link.description
QR Code Generator for URL, vCard, and more. Add logo, colors, frames, and download in high print quality. Get your free QR Codes now!

# data[].attributes.attachment_link.description
Games for tomorrow’s programmers. Block-based programming lessons for beginners.

# data[].attributes.attachment_link.title
Creating and Using QR Codes in the Classroom

# data[].attributes.attachment_link.description
This tutorial and all future videos will be on a new YouTube channel. Check out "Teched Up Learning" for great technology based tutorials. All videos try to stay under five minutes.

# data[].attributes.attachment_link.description
PE Central presents our Media Center featuring pictures, audio and video of quality physical education.

# data[].attributes.attachment_link.description
Common Core Learning Standards for Mathematics

# data[].attributes.attachment_link.readable_text
Join the Peartember celebration for giveaways, exclusive templates, and more! Learn more >

EFFORTLESSLY BUILD ENGAGING INSTRUCTIONAL CONTENT, RIGHT FROM GOOGLE SLIDES

The fastest way to transform presentations into classroom conversations

Imagine if you could engage every student in your class, every day. What if you could instantly see who's confused and who's ready for more? That's the power of Pear Deck. And now, with the Pear Deck for Google Slides Add-on, you can add the magic of formative assessments and interactive questions to your presentations right from Google Slides.

Design brilliant slides & engage your class

Open up Google Slides & the Pear Deck sidebar

Design a new presentation or open an existing one in Slides. Just getting started with Google Slides? Upload your PowerPoint or Keynote lessons to Google Slides and get going!

DROP IN FORMATIVE ASSESSMENTS

Our team of educators created a library of templates to support learning objectives typically found at the beginning, middle, and end of a class. Think: bell ringers, checks for understanding, exit tickets, and more. Simply drop in one of these templates for instant engagement and watch your class transform.

Create custom questions

You can always create your own custom activity or question from scratch. Use Text, Number Response, Multiple Choice, and Web Slide questions to engage students. Or upgrade to Pear Deck Premium to add Drawing and Draggable™ response types.

ADD AUDIO TO ANY SLIDE TYPE

With the Pear Deck Add-on, you can leave audio instructions, descriptions, or examples for your students to hear while they read the prompts and respond to Interactive Questions in your Pear Deck Slides presentations. Make a new recording instantly or upload one from your computer. The recordings you insert will play in the Student View of your live presentation Sessions, so it's perfect for any remote learning lesson!

Present with Pear Deck

Start your presentation and students will join your Session from any device with a web browser. As you advance your slides, students will be prompted to answer your questions! Students' answers can be displayed anonymously on the classroom projector, so instead of worrying about getting the right answer and feeling silly in front of peers, your students are putting ideas out there in a safe, anonymous way, discussing, and learning from each other.

GO DEEPER WITH THE tEACHER dASHBOARD

As an instructor, you can quickly see what each individual thinks on the Teacher Dashboard. Noticing a lot of wrong answers? Adapt! Take a pause, back up, re-explain. But don't forget to help the learners help each other: Why did some people choose this while others chose that? How can we find out the right answer? What else do we need to know?

INVITE TEACHERS TO YOUR SHARED tEACHER DASHBOARD

This feature enables teachers using Pear Deck Premium to share Session controls and valuable student insight with other designated educators, including student teachers, special educators, co-teachers, or even substitutes. With a real-time view of individual student work and the ability to guide and provide direct feedback, educators teaching together can better support the diverse needs of learners everywhere!

Using Videos, Animations and GIFs in your Pear Deck? Get ready to Power-up!

Want to show a video about the Mars Rover in your Pear Deck presentation? Need to carefully layer in information on a slide to reduce information overload? Found a perfect GIF of a plant emerging from its seed? If you want your videos, animations, and GIFs to play at full resolution when you present with Pear Deck, install the Power-Up Google Chrome extension.

The Power-Up is a free Google Chrome extension. Installing it ensures that videos, animation, and GIFs embedded in your Pear Deck slides play at full-resolution on the projector and student devices - exactly the way they should!

Install the Power-Up from the Chrome Web Store on the device you use in class. Now when you present with Pear Deck, the Power-Up magically enables the display of your videos, animations, and GIFs.

Get the Power-Up

Learn Pear Deck for Google Slides

Watch a video for self-guided Google training:

Or, dive into a self-paced Pear Deck for Google Slides practice deck:

# data[].attributes.attachment_link.description
Pear Deck for Google Slides is the #1 Slides Add-on, making it effortless for educators to add interactive questions and formative assessments to their presentations.

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.headline
HOW TO SET UP YOUR DIGITAL CLASSROOM FOR SUCCESS

# data[].attributes.subject
HOW TO SET UP YOUR DIGITAL CLASSROOM FOR SUCCESS

# data[].attributes.attachment_link.title
How to Set Up Your Digital Classroom for Success

# data[].attributes.attachment_link.description
Spread the loveWhether you teach entirely online or have a physical space, your digital classroom needs to facilitate successful learning. There is no one right way to arrange or present education to your students. However, there are markers and go to ideas for a healthy digital learning environment.

# data[].attributes.attachment_link.readable_text
GoOpenNC is the North Carolina, K-12, open education resources initiative. GoOpenNC is also the name of the platform where NC educators can search for, curate, and create openly-licensed, educational resources that are aligned to NC standards.

The GoOpenNC site provides information and resources related to the NC OER initiative and the GoOpenNC platform. Please visit the site to learn more about OER content, GoOpenNC and joining the community!

The goals for the GoOpen NC OER initiative include:

Connect districts and schools as they engage in the OER efforts.

Provide access to an NC microsite within OER Commons that will provide access to a growing repository for standards-aligned resources.

Help teachers through the variety and accessibility of OER address students' individual needs and personalize learning.

# data[].attributes.attachment_link.description
GoOpenNC is the North Carolina, K-12, open education resources initiative. GoOpenNC is also the name of the platform where NC educators can search for, curate, and create openly-licensed, educational resources that are aligned to NC standards. The GoOpenNC site provides information and resources related to the NC OER initiative and the GoOpenNC platform.

# data[].attributes.headline
15 SOURCES OF DIGITAL CONTENT FOR YOUR CLASSROOM

# data[].attributes.subject
15 SOURCES OF DIGITAL CONTENT FOR YOUR CLASSROOM

# data[].attributes.attachment_link.title
15 Sources of Digital Content for Your Classroom

# data[].attributes.attachment_link.description
Spread the loveWith the amount of educational content on the web, it is possible for teachers to go without textbooks and rely solely on digital content. However, it is important to find trustworthy websites that will provide valuable content.

# data[].attributes.headline
Out of Print:Reimagining the K-12Textbook in a Digital Age

# data[].attributes.subject
Out of Print:Reimagining the K-12Textbook in a Digital Age

# data[].attributes.attachment_link.description
A binder of technology resources and tools for content delivery

# data[].attributes.attachment_link.readable_text
NCWiseOwl is available to North Carolina Public School Units for school and remote use through funding at NC Department of Public Instruction, Division of Digital Teaching and Learning. Please request the remote-use password from your local media/tech contact. Students should work in partnership with teachers and parent/guardians while curating digital content through NCWiseOwl. Students, parents and educators should adhere to locally adopted Acceptable Use Policies and other applicable guidelines/standards. Visit the toolkit linked above for best practices and tutorials.

# data[].attributes.attachment_link.description
NCWiseOwl is available to North Carolina Public School Units for school and remote use through funding at NC Department of Public Instruction, Division of Digital Teaching and Learning. Please request the remote-use password from your local media/tech contact. Students should work in partnership with teachers and parent/guardians while curating digital content through NCWiseOwl.

# data[].attributes.headline
Preparing 21st Century Studentsfor a Global Society

# data[].attributes.subject
Preparing 21st Century Studentsfor a Global Society

# data[].attributes.attachment_link.description
Being a 21st-century educator is a tall order. In my 15 years in the classroom, my most important "helpers" are technology, movement, and networking. Here's why.

# data[].attributes.attachment_link.readable_text
P21's Frameworks for 21st Century Learning were developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work and life, as well as the support systems necessary for 21st century learning outcomes. They have been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.

Battelle for Kids looks forward to engaging yet again with educators and other experts to update the Frameworks. We encourage personal use of these Frameworks by all who can benefit:

Permission for Use

Permission for commercial use and/or distribution of these resources or other information produced must be made in writing to Battelle for Kids with a clearly defined request and description of how the material will be used. Permission will be granted provided that:

Content remain unchanged.

Attribution be given to Battelle for Kids.

Attribution will include a link to Battelle for Kids' website.

Content will be used solely for educational purposes.

The party using or referring to Battelle for Kids' intellectual property will not represent themselves in a manner that can be interpreted as implying that they are officially certified or endorsed by Battelle for Kids.

In addition, please note that:

The Frameworks for 21st Century Learning or its representational images may not be used to endorse specific products or services

Battelle for Kids reserves the right to restrict usage of any intellectual property that Battelle for Kids finds is being used in an inappropriate manner

Battelle for Kids network, member, or partner names, logos and other content may not be used without permission for any purposes other than to demonstrate the organizations and corporations that are partners or members of Battelle for Kids or its networks. Partners and members may not be listed selectively. Any other requests for use of Battelle for Kids partners' or members' trademarks and logos must be approved by the member organization prior to use

Battelle for Kids will continue publishing frequently requested P21 materials and refreshing them for the benefit of the 21st century education movement and community. Please check back often for updates.

# data[].attributes.headline
15 Characteristics of a 21st-Century Teacher

# data[].attributes.subject
15 Characteristics of a 21st-Century Teacher

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.readable_text
Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/.

Overview

Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called "Backward Design." Instructors typically approach course design in a "forward design" manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design.

This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.

The Benefits of Using Backward Design
"Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results... in short, the best designs derive backward from the learnings sought."
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.

As previously stated, backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes.

The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.

As the quote below highlights, teaching is not just about engaging students in content. It is also about ensuring students have the resources necessary to understand. Student learning and understanding can be gauged more accurately through a backward design approach since it leverages what students will need to know and understand during the design process in order to progress.
"In teaching students for understanding, we must grasp the key idea that we are coaches of their ability to play the 'game' of performing with understanding, not tellers of our understanding to them on the sidelines."
The Three Stages of Backward Design
"Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities."

The Backward Design Template

A link to the blank backward design template is provided here ( https://jaymctighe.com/resources/), and it is referred to as UbD Template 2.0. The older version (version 1.0) can also be downloaded at that site as well as other resources relevant to Understanding by Design. The template walks individuals through the stages of backward design. However, if you are need of the template with descriptions of each section, please see the table below. There is also a link to the document containing the template with descriptions provided below and can be downloaded for free.

Backward Design Template with Descriptions (click link for template with descriptions).

References

1. Sample, Mark. (2011). Teaching for Enduring Understanding. Retrieved from http://www.chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243.

2. Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Ryan S. Bowen Print Version Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. Overview The Benefits of Using Backward Design The Three Stages of Backward Design The Backward Design Template Overview Understanding by Design is a book written by Grant Wiggins and Jay...

# data[].attributes.headline
Grant Wiggins - Understanding by Design (2 of 2)

# data[].attributes.subject
Grant Wiggins - Understanding by Design (2 of 2)

# data[].attributes.attachment_link.title
Grant Wiggins - Understanding by Design (2 of 2)

# data[].attributes.headline
Grant Wiggins - Understanding by Design (1 of 2)

# data[].attributes.subject
Grant Wiggins - Understanding by Design (1 of 2)

# data[].attributes.attachment_link.title
Grant Wiggins - Understanding by Design (1 of 2)

# data[].attributes.attachment_link.readable_text
NC Student Standards

DIGITAL LEARNING STANDARDS (effective 2020-2021)

The State Board of Education and the North Carolina Department of Public Instruction are committed to providing personalized, digital-age education that K-12 students need to be successful in college, careers, and as globally engaged, productive citizens. For student standards in the areas of Digital Learning (K-12), NC has adopted the International Society for Technology in Education Standards for Students.

Implementation of the NC Standard Course of Study for Digital Learning Grades K-12 will begin in the 2020-2021 school year. North Carolina's Digital Learning Standards are designed to be delivered by classroom teachers in all curricular areas and grade levels providing students the equitable opportunity to learn in a digitally enabled classroom. The Digital Learning Standards encompass the following:

Digital citizenship, data privacy, and cyber safety

Digital-aged skills that enable students to be college and career ready

Creation, collaboration, communication, and critical thinking skills

Inquiry and design thinking learning opportunities

INFORMATION & TECHNOLOGY ESSENTIAL STANDARDS for STUDENTS (Current through 2019-2020)
Additional information and resources for the Digital Learning Standards are available from the DTL Google site.

During 2009, Digital Teaching and Learning staff members worked with LEA representatives and other DPI staff to create Information and Technology Essential Standards. These standards were developed using Bloom's Revised Taxonomy and replace the Computer Skills and Information Literacy Standard Courses of Study. The standards were piloted in 2010-2011.

These standards are critical building blocks for the education of our students. ITES represent the "must have" information and technology skills and knowledge that each student must have in order to achieve success at the next level. The standards are designed to be delivered by classroom teachers in all curricular areas and grade levels. As the ITES are taught throughout all classrooms and across all curricular areas, it is essential that classroom teachers collaborate with school library media coordinators and instructional technology facilitators in delivering this instruction. School library media coordinators and instructional technology facilitators should be active participants in grade level and/or curricular area planning groups as these teams analyze student data, identify learning goals, plan and deliver instruction, and assess student progress.

Five Strands:

Sources of Information

Informational Text

Technology as a Tool

Research Process

Safety and Ethical Use

Supporting documents include learning progressions, standards alignment and clarifying objectives.

In 2013, the North Carolina General Assembly passed House Bill 23, which called on the State Board of Education to develop digital teaching and learning competencies that would "provide a framework for schools of education, school administrators, and classroom teachers on the needed skills to provide high-quality, integrated digital teaching and learning." These competencies demonstrate skills that teachers and leaders should integrate into their practice in order to create digital learning environments. The State Board of Education approved the competencies on June 2016.

The teaching and learning process is a complex balance of content knowledge, pedagogical strategies, and technological resources. The Digital Learning Competencies for Teachers, informed by International Society for Technology in Education (ISTE), International Association for K-12 Online Learning (iNACOL), and the NC Professional Teaching Standards, are to be viewed within the context of the current North Carolina Professional Teaching Standards as extensions in relationship with the ways that digital technologies impact and affect schools.

The Digital Learning Competencies for Administrators are to be viewed within the context of the current North Carolina Standards for School Executives as extensions in relationship with the ways that digital technologies impact and affect schools. School and district administrators should use these competencies to improve their practice, build capacity in their staff, and drive student learning within their schools. Each Focus Area carries with it a subset of competencies that help to explain and 'unpack' the Focus Area.

Throughout all of the competencies is the underlying assumption of leadership and excellence with regard to digital citizenship. Administrators should model the behavior they expect from their staff and students and should continually seek to represent their schools and districts with the way they convey themselves both on and offline. Teachers and administrators should use these competencies to improve their practice and drive student learning within their classrooms.

NCDPI's Digital Teaching and Learning Division engaged district teams across the state in regional professional learning on the Digital Learning Competencies throughout July 2016. These sessions were well attended and provided district teams with a robust overview of the Digital Learning Competencies as well as an opportunity to begin the planning process for implementation in July 2017. The North Carolina Digital Learning Plan provided recommendations for state actions that will support K-12 schools as they become digital-age learning organizations.

Please find the Digital Learning Competencies for Teaches and Administrators attached below.

NC Professional Standards

Organizations

Download

Download

# data[].attributes.attachment_link.description
There are four types of standards addressed this section: Student Standards The Information and Technology Essential Standards are currently in place and will be replaced with the International Society for Technology in Education Standards for Students effective 2020-2021 school year.

# data[].attributes.attachment_link.readable_text
The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. Grounded in learning science research and based on practitioner experience, the ISTE Standards ensure that using technology for learning can create high-impact, sustainable, scalable and equitable learning experiences for all learners.

For over 20 years the standards have been used, researched and updated to continuously reflect the latest research-based best practices that define success in using technology to learn, teach, lead and coach. The standards have been adopted in all 50 U.S. states and many countries throughout the world. Aligned to UNESCO's Sustainable Development Goals, the standards are available in eight languages.

# data[].attributes.attachment_link.description
The ISTE Standards are a framework for students, educators, administrators, coaches and computer science educators to rethink education and create innovative learning environments. The standards are helping re-engineer schools and classrooms worldwide for digital age learning.

# data[].attributes.headline
Traditional and Technology Foldable Templates

# data[].attributes.subject
Traditional and Technology Foldable Templates

# data[].attributes.attachment_link.description
Scroll down to see the blank template for each of the technology foldables. The templates are what you will want your students to work from. Under each template are examples and instructions for some...

# data[].attributes.attachment_link.readable_text
Triple E Framework

A framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals. Learning First, Technology Second #tripleE

# data[].attributes.attachment_link.description
Triple E Framework is a model for integrating technology into K-12 teaching

# data[].attributes.attachment_link.readable_text
Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition?

To learn more about the connections between SAMR and Bloom's Taxonomy, see Dr. Puentedura's blog post, " SAMR and Bloom's Taxonomy: Assembling the Puzzle."

# data[].attributes.attachment_link.title
Introduction to the SAMR Model | Common Sense Education

# data[].attributes.attachment_link.description
Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom.

# data[].attributes.attachment_link.readable_text
TPACK, or Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. Learn more about TPACK and how you can combine your knowledge of content, pedagogy, and technology for innovative teaching and learning.

# data[].attributes.attachment_link.title
Introduction to the TPACK Model | Common Sense Education

# data[].attributes.attachment_link.description
Introduction to the TPACK Model is a video from Common Sense Education. Use this video to help your students learn and thrive in our connected world.

# data[].attributes.headline
How Teachers Use Student Data to Improve Instruction

# data[].attributes.subject
How Teachers Use Student Data to Improve Instruction

# data[].attributes.attachment_link.title
How Do Teachers Improve Instruction Using Test Data? | Resilient Educator

# data[].attributes.attachment_link.description
Test data makes teachers better at their jobs. Here’s how standardized tests, individual assessment, summative assessment and formative assessment inform instruction.

# data[].attributes.attachment_link.readable_text
Be Aware of What Your Kids are Doing Online

A child may be involved in cyberbullying in several ways. A child can be bullied, bully others, or witness bullying. Parents, teachers, and other adults may not be aware of all the digital media and apps that a child is using. The more digital platforms that a child uses, the more opportunities there are for being exposed to potential cyberbullying.

Warning Signs a Child is Being Cyberbullied or is Cyberbullying Others

Many of the warning signs that cyberbullying is occurring happen around a child's use of their device. Some of the warning signs that a child may be involved in cyberbullying are:

Noticeable increases or decreases in device use, including texting.

A child exhibits emotional responses (laughter, anger, upset) to what is happening on their device.

A child hides their screen or device when others are near, and avoids discussion about what they are doing on their device.

Social media accounts are shut down or new ones appear.

A child starts to avoid social situations, even those that were enjoyed in the past.

A child becomes withdrawn or depressed, or loses interest in people and activities.

What to Do When Cyberbullying Happens

If you notice warning signs that a child may be involved in cyberbullying, take steps to investigate that child's digital behavior. Cyberbullying is a form of bullying, and adults should take the same approach to address it: support the child being bullied, address the bullying behavior of a participant, and show children that cyberbullying is taken seriously. Because cyberbullying happens online, responding to it requires different approaches. If you think that a child is involved in cyberbullying, there are several things you can do:

Notice - Recognize if there has been a change in mood or behavior and explore what the cause might be. Try to determine if these changes happen around a child's use of their digital devices.

Talk - Ask questions to learn what is happening, how it started, and who is involved.

Document - Keep a record of what is happening and where. Take screenshots of harmful posts or content if possible. Most laws and policies note that bullying is a repeated behavior, so records help to document it.

Report - Most social media platforms and schools have clear policies and reporting processes. If a classmate is cyberbullying, report it the school. You can also contact app or social media platforms to report offensive content and have it removed. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police.

Support - Peers, mentors, and trusted adults can sometimes intervene publicly to positively influence a situation where negative or hurtful content posts about a child. Public Intervention can include posting positive comments about the person targeted with bullying to try to shift the conversation in a positive direction. It can also help to reach out to the child who is bullying and the target of the bullying to express your concern. If possible, try to determine if more professional support is needed for those involved, such as speaking with a guidance counselor or mental health professional.

# data[].attributes.attachment_link.description
Learn about safe ways for parents and kids to use technology.

# data[].attributes.headline
Everything You Need to Teach Digital Citizenship

# data[].attributes.subject
Everything You Need to Teach Digital Citizenship

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.headline
Teaching Cyber Safety to the Digital Generation

# data[].attributes.subject
Teaching Cyber Safety to the Digital Generation

# data[].attributes.headline
Promoting Responsible and Ethical Digital CitizensEducationWorld is 

# data[].attributes.subject
Promoting Responsible and Ethical Digital CitizensEducationWorld is 

# data[].attributes.attachment_link.description
This binder curates resources on copyright and fair use geared toward k-12 students.

# data[].attributes.attachment_link.title
(OLD VERSION) Copyright and Fair Use Animation

# data[].attributes.attachment_link.provider_name
Technology Solutions That Drive Education

# data[].attributes.attachment_link.title
The 9 Elements of Digital Citizenship & How to Embrace Them

# data[].attributes.attachment_link.description
Follow these steps to navigate a path toward digital citizenship.

# data[].attributes.headline
Model Code of Ethics for Educators (MCEE)

# data[].attributes.subject
Model Code of Ethics for Educators (MCEE)

# data[].attributes.attachment_link.readable_text
The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards.

1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

2. Holding oneself responsible for ethical conduct;

3. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

B.The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

2. Engaging in respectful discourse regarding issues that impact the profession;

3. Enhancing one's professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

4. Actively participating in educational and professional organizations and associations; and

5. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

1. Appropriately recognizing others' work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

2. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

3. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

4. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Using data, data sources, or findings accurately and reliably.

1. Increasing students' access to the curriculum, activities, and resources in order to provide a quality and equitable educational experience.

2. Working to engage the school community to close achievement, opportunity, and attainment gaps; and

3. Protecting students from any practice that harms or has the potential to harm students. (TOP)

The professional educator has a primary obligation to treat students with dignity and respect. The professional educator promotes the health, safety and well being of students by establishing and maintaining appropriate verbal, physical, social boundaries.

B. The professional educator demonstrates an ethic of care through:

1. Seeking to understand students' educational, academic, personal and social needs as well as students' values, beliefs, and cultural background;

2. Respecting the dignity, worth, and uniqueness of each individual student including, but not limited to, actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture; and

3. Establishing and maintaining an environment that promotes the emotional, intellectual, physical, and sexual safety of all students.

C.The professional educator maintains student trust and confidentiality when interacting with students in a developmentally appropriate manner and within appropriate limits by:

1. Respecting the privacy of students and the need to hold in confidence certain forms of student communication, documents, or information obtained in the course of professional practice;

2. Upholding parents'/guardians' legal rights, as well as any legal requirements to reveal information related to legitimate concerns for the well-being of a student; and

3. Protecting the confidentiality of student records and releasing personal data in accordance with prescribed state and federal laws and local policies.

The professional educator promotes positive relationships and effective interactions, with members of the school community, while maintaining professional boundaries.

A.The professional educator promotes effective and appropriate relationships with parents/guardians by:

1. Communicating with parents/guardians in a timely and respectful manner that represents the students' best interests;

2. Demonstrating a commitment to equality, equity, and inclusion as well as respecting and accommodating diversity among members of the school community;

3. Considering the implication of accepting gifts from or giving gifts to parents/guardians; and

1. Advocating for policies and laws that the educator supports as promoting the education and well-being of students and families;

2. Collaborating with community agencies, organizations, and individuals in order to advance students' best interests without regard to personal reward or remuneration; and

1. Using property, facilities, materials, and resources in accordance with local policies and state and federal laws;

2. Respecting intellectual property ownership rights (e.g. original lesson plans, district level curricula, syllabi, gradebooks, etc.) when sharing materials;

3. Considering the implications of offering or accepting gifts and/or preferential treatment by vendors or an individual in a position of professional influence or power.

E.The professional educator understands the problematic nature of multiple relationships by:

1. Considering the risks that multiple relationships might impair objectivity and increase the likelihood of harm to students' learning and well-being or diminish educator effectiveness;

2. Considering the risks and benefits of a professional relationship with someone with whom the educator has had a past personal relationship and vice versa;

3. Considering the implications and possible ramifications of engaging in a personal or professional relationship with parents and guardians, student teachers, colleagues, and supervisors; and

4. that professional responsibilities to paraprofessionals, student teachers or interns do not interfere with responsibilities to students, their learning, and well-being.

The professional educator considers the impact of consuming, creating, distributing and communicating information through all technologies. The ethical educator is vigilant to ensure appropriate boundaries of time, place and role are maintained when using electronic communication.

A. The professional educator uses technology in a responsible manner by:

B.The professional educator ensures students' safety and well-being when using technology by:

1. Being vigilant in identifying, addressing and reporting (when appropriate and in accordance with local district, state, and federal policy) inappropriate and illegal materials/images in electronic or other forms;

2. Respecting the privacy of students' presence on social media unless given consent to view such information or if there is a possibility of evidence of a risk of harm to the student or others; and

3. Monitoring to the extent practical and appropriately reporting information concerning possible cyber bullying incidents and their potential impact on the student learning environment.

C.The professional educator maintains confidentiality in the use of technology by:

1. Taking appropriate and reasonable measures to maintain confidentiality of student information and educational records stored or transmitted through the use of electronic or computer technology;

2. Understanding the intent of Federal Educational Rights to Privacy Act (FERPA) and how it applies to sharing electronic student records; and

3. Ensuring that the rights of third parties, including the right of privacy, are not violated via the use of technologies.

D. The professional educator promotes the appropriate use of technology in educational settings by:

1. Advocating for equal access to technology for all students, especially those historically underserved;

2. Promoting the benefits of and clarifying the limitations of various appropriate technological applications with colleagues, appropriate school personnel, parents, and community members; and

3. Promoting technological applications (a) that are appropriate for students' individual needs, (b) that students understand how to use and (c) that assist and enhance the teaching and learning process.

© NASDTEC 2015

Material on this site has been created by a national panel of experts under the auspices of NASDTEC. Permission is hereby granted to staff in state and local educational agencies and in educational institutions to reproduce the Model Code of Ethics and the supporting documentation provided by NASDTEC for purposes of advising, discussion, and adoption and/or adaption of the Model Code of Ethics into law or regulations. No commercial use or further distribution is permitted without written permission from NASDTEC. Any use is conditioned on attribution to NASDTEC.

The verbal, physical, emotional and social distances that an educator must maintain in order to ensure structure, security, and predictability in an educational environment.Most often, the boundaries that are transgressed relate to role, time and place.By respecting contracted roles, appropriate working hours, and the location of the learning environment, secure boundaries are in place for all members of the schooling community.

This is often referred to as a "local education agency." A "district" in this document is defined as a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. This can include charter schools, magnet schools, virtual magnet schools, regional educational school districts, or other entities falling under the definition above. (BACK)

The customary beliefs, social forms, and material traits of a racial, religious, or social group, including the characteristic features of everyday existence shared by people in a place or time.( Back)

Educators are the target audience for the MCEE, and are defined as licensed educators.These include paraprofessionals, teachers, teacher leaders, student support personnel and administrators. However, others who interact with students who are not under the auspices of an education-related licensing organization such as coaches, school secretaries, custodians or other school staff are encouraged to adopt or adapt this Model Code of Educator Ethics.See a separate definition for "professional educator." (BACK)

A framework utilized by educators to guide decision-making which includes professional dispositions; applicable laws, statutes, and policies; the Model Code of Educator Ethics; and other guidelines that have been adopted and endorsed by educational organizations.

Fiduciary relationship

A fiduciary relationship is one in which a person justifiably places confidence in another whose aid, advice, or protection is assumed. Inherent in such fiduciary relationships is an imbalance of power. Educators have a unique responsibility, as the relationship between student and teacher differs from other professional/client relationships (e.g., attorneys, physicians, clergy).Educators are entrusted with the safety and welfare of students during and after school hours and serve "in loco parentis."

Implicit or Explicit Demands of an Organization

Implicit demands are often subjective or implied and reflect the culture of the schooling environment.Explicit demands are clearly articulated through mandates, policies, or statutes. (BACK)

A group of educators who work with one another to achieve the shared goals of their school and engage in collaborative professional learning to strengthen practice and increase student results.

Multiple relationships occur when the educator is in a professional role with one or more members of the school community and also has a personal relationship with that person or a member of that person's family.Multiple relationships have the potential to impair objectivity, competence, or effectiveness in performing his or her functions as an educator. ( BACK)

New educators include individuals in an educator preparation program or newly employed in the education profession, including paraprofessionals, teachers, administrators, and student support personnel.( BACK)

A licensed educator who demonstrates the highest standards of ethical and professionally competent practice and is committed to advancing the interests, achievement and well-being of students. The professional educator is also committed to supporting the school community and the education profession. ( BACK)

Materials that protected from unauthorized use by copyright or other forms of intellectual property rights.( BACK)

Safe environments/Safety and well-being

A school setting which promotes the well-being of all members of the school community and is characterized by the absence of physical, psychological, sexual or emotional harm. ( BACK)

This term usually refers to those stakeholders invested in the welfare of a school and its community.A school community includes school administrators, teachers, school staff members, students, their parents and families, school board members and other community members.

© NASDTEC 2015

# data[].attributes.attachment_link.title
Model Code of Ethics for Educators (MCEE) - National Association of State Directors of Teacher Education and Certification

# data[].attributes.attachment_link.description
The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards.

# data[].attributes.headline
Technology and Teaching, Finding a Balance

# data[].attributes.subject
Technology and Teaching, Finding a Balance

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
I need to look into this

# data[].attributes.attachment_link.title
Free screen recorder for Mac and PC | Loom

# data[].attributes.attachment_link.description
Best free online screen recording tool with advanced video editing and video storage trusted by over 21 million people and easy sharing from Loom.com.

# data[].attributes.attachment_link.provider_name
Seesaw | Elementary Learning Experience Platform

# data[].attributes.attachment_link.authors[].name
Seesaw | Elementary Learning Experience Platform

# data[].attributes.attachment_link.title
Elementary Learning Experience Platform | Seesaw

# data[].attributes.attachment_link.description
Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

# data[].attributes.headline
30 creative ways to use Padlet for teachers and students

# data[].attributes.subject
30 creative ways to use Padlet for teachers and students

# data[].attributes.attachment_link.title
30+ creative ways to use Padlet for teachers and students

# data[].attributes.attachment_link.description
I’m always excited when I’m using Padlet. Is it the interface, the way everything is designed, its purpose or the fact that I’m organizing things smoothly? I don’t know. It just makes me happy.

# data[].attributes.attachment_link.title
ThingLink: Create unique experiences with interactive images, videos & 360° media

# data[].attributes.attachment_link.description
Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

# data[].attributes.attachment_link.readable_text
No Lights? No Camera? Action!

With Soapbox, all you need to create a great video is our Chrome extension, a webcam, and something to say! Hit record, and then edit to share your webcam, your screen, or a split-screen view.

# data[].attributes.attachment_link.title
Soapbox - A Free Webcam and Screen Recorder for Chrome

# data[].attributes.attachment_link.description
No Lights? No Camera? Action! With Soapbox, all you need to create a great video is our Chrome extension, a webcam, and something to say! Hit record, and then edit to share your webcam, your screen, or a split-screen view.

# data[].attributes.attachment_link.readable_text
Real-time collaboration from across the table and around the globe.

Try it Now

Explain Everything in your browser

Invite anyone and collaborate. Add drawings, images, videos, and documents. Annotate and record everything. Share your ideas as an interactive Explain Everything project or as a video. Connect people with Explain Everything's online whiteboard for teams and see ideas click into place.

More than a web whiteboard
Explain Everything works as a platform. Seamlessly move beyond the web browser and use the app on your favorite device. Send invitations and share your interactive online whiteboards to hold meetings, give sales pitches, and do follow ups, or interviews. Everyone can join in, regardless of their device.

Explain Everything Online Whiteboard

Real-time collaboration from across the table and around the globe.

Try it now

✕

Keep Calm and Teach Online - Free Explain Everything for Closed Schools
Learn more

✕

Keep Calm and Teach Online - Free Explain Everything for Closed Schools
Learn more

# data[].attributes.attachment_link.description
Real-time collaboration from across the table and around the globe. Try it Now Invite anyone and collaborate. Add drawings, images, videos, and documents. Annotate and record everything. Share your ideas as an interactive Explain Everything project or as a video. Connect people with Explain Everything's online whiteboard for teams and see ideas click into place.

# data[].attributes.attachment_link.description
Extensions let you customize your web-browsing experience by adding functionality with the click of a mouse. We tried scores and scores of tools that expand Chrome’s capabilities to deliver 100 of the most useful extensions in 9 important categories.

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.attachment_link.title
BookWidgets - The perfect content creation tool for teachers in the classroom

# data[].attributes.attachment_link.description
BookWidgets - The perfect content creation tool for teachers in the classroom

# data[].attributes.body
Very useful for communicating with parents, especially multilingual ones!

# data[].attributes.attachment_link.provider_name
TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

# data[].attributes.attachment_link.authors[].name
TalkingPoints - Improving student outcomes through meaningful school-family partnerships.