# data[].attributes.attachment_link.readable_text
Effects of Digital Media on Adolescents

Janet Harrison, PhD, CCC-SLP; Leo Christie, PhD, LMFT

Course Abstract

Effects of Digital Media on Adolescents is a 3-hour online continuing education (CE) course that explores how the digital world is affecting teens of successive generations.

It is becoming clear that the effects of digital media are affecting each successive generation of teenagers in ways that are only now beginning to come into view. iGen'ers' communication and behaviors differ from those that characterized the Baby Boomers, Millennials, and the XGen'ers. We now know that the adolescent brain is still developing, and some digital behaviors do affect ongoing brain growth. Neuroplasticity can be affected by repetitive or obsessive behaviors, and the digital world offers risks for those adolescents who may engage in excessive video gaming. This course is for professionals, teachers, and parents who are seeking any available information that will help them to monitor their adolescents' online behavior, teach teens how to remain safe while online, and model appropriate digital behaviors. Included are strategies that can help contribute to a balance between the digital world and the real-time, face-to-face lives of older children and adolescents.

Course # 31-18 | 2019 | 52 pages | 20 posttest questions

Learning Objectives

1. Differentiate among the characteristics of the iGen, Millennial, GenX, and Baby Boomer generations

2. List aspects of reading and writing that are significantly affected by Computer-Mediated Communication (CMC)

3. Identify relationships between social media use and adolescent behaviors and feelings of well-being

4. List concerns about teens' use of digital technology in terms of neural plasticity in the adolescent brain

5. Describe the potential benefits and the known risks of teens' use of digital media

6. Identify protective guidelines and curricula for preparing adolescents for the digital world

CE INFORMATION

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association ( APA); the National Board of Certified Counselors ( NBCC ACEP #5590); the Association of Social Work Boards ( ASWB Provider #1046, ACE Program); the American Occupational Therapy Association ( AOTA Provider #3159); the Commission on Dietetic Registration ( CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Georgia State Board of Occupational Therapy; the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).

COURSE DIRECTIONS

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.

Have a question? Contact us. We're here to help!

About the Author(s)

Janet Harrison, PhD, CCC-SLP, has been an Associate Professor and Director of Clinical Education in Speech-Language Pathology at Purdue University, an Associate Professor at Marshall University and an Assistant Professor at Valdosta State University. Prior to her university positions she was Administrative Director of Clinical Services, Devereux Hospital & Neurobehavioral Institute of Texas, and developed a clinical program as the director of the Department of Speech-Language Pathology, Devereux Hospital & Children's Center of Florida. Dr. Harrison has worked extensively in both medical and educational settings for intervention with children and adolescents who have language disorders as well as emotional/behavioral disorders.

Disclosure:
Financial: Dr. Harrison received author compensation from Professional Development Resources.
Nonfinancial: No relevant nonfinancial relationships exist.

Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is a past CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years' experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.

Disclosure:: Receives a salary from Professional Development Resources, Inc.
Nonfinancial: No relevant nonfinancial relationships exist.

# data[].attributes.attachment_link.description
Effects of Digital Media on Adolescents Janet Harrison, PhD, CCC-SLP; Leo Christie, PhD, LMFT Course Abstract Effects of Digital Media on Adolescents is a 3-hour online continuing education (CE) course that explores how the digital world is affecting teens of successive generations.

# data[].attributes.attachment_link.description
Psychological Effects of Media Exposure is a 2-hour online continuing education (CE/CEU) course that explores the psychological effects that media exposure has on both the witnesses and victims of traumatic events.

# data[].attributes.attachment_link.readable_text
Teacher Professional Development Challenges and Opportunities

One of the most common challenges school administrators face is providing relevant and effective professional development (PD). The most successful professional learning opportunities are meaningful, can be implemented and sustained, and lead to enhanced student learning.

The top three types of teacher professional development are periodic workshops, in-class observation, and single-session seminars. By keeping a few general principles in mind, you can improve each type of .

Let's explore the key elements of effective PD and then apply them to periodic workshops, in-class observation, and single-session seminars.

Key Elements of Effective PD

Darling-Hammond, Hyler, and Gardner identified several  key elements of effective teacher PD :

Focus on content- Provide PD that supports specific instructional strategies in specific subjects. For example, an English language arts session that focuses on understanding student metacognition as applied to Julius Caesar will have a more significant impact on helping teachers structure lessons accordingly.

Create opportunities for active learning- The theory of andragogy tells us that adults have a need to direct themselves, use prior experience, solve real-world problems, and immediately apply new knowledge to current job responsibilities. Adults have an innate need for opportunities to develop autonomy, mastery, and purpose in their work.

Support work-embedded collaboration- Encourage PD that helps educators develop peer observation strategies, data teaming communication protocols, co-teaching models, and more.

Model best practices- Just like a tell me, show me, involve me strategy can work with students, moving to modeling and application instead of "sit-and-get" lecture-based PD can be powerful for adult learners.

Coach and support Instructional coaching is a non-evaluative way to create opportunities for ongoing observation, feedback, reflection, and improved practice, whether provided by experienced colleagues or external consultants.

Incorporate feedback and reflective practice Providing teachers with substantive, specific, and timely feedback, including adequate time to reflect and act upon that feedback, is best for instructional improvement.

Deliver the PD over a period of time The one-shot PD session is not as effective as it could be if not paired with ongoing support and engagement. A strategic release of PD over a defined timeframe is much stronger.

How to Improve Periodic Workshops

There is often a disconnect between introducing a new idea, implementing that idea, and sustaining that implementation. That's why it's important to move beyond periodic workshops to ongoing PD that provides opportunities to apply and refine new ideas over time.

The Center for Public Education reported that allotting a significant amount of time-say, as much as 50 hours-gives teachers the chance to demonstrate mastery of a new instructional strategy. Teachers should be active, not passive, during those 50 hours.

Which strategy do you think is more effective: reviewing a PowerPoint and reading examples about integrating technology into lesson plans or actively building a Webquest with a future lesson in mind, peer-reviewing the results, sharing the work with students, and getting back together to reflect on learning outcomes?

You guessed it. Ongoing, active, and continuous PD wins the day.

How to Improve In-Class Observations

Observation is a fantastic way to learn new things. The challenging part lies in implementing these new techniques. Educators can go next door and easily watch their colleagues teach an inspiring lesson using a different  KWL literacy strategy or simulation activity , but that doesn't always translate into action.

Again, ongoing support and application are the keys to effective teacher PD. Working with a coach to implement, debrief, and provide actionable insights following a new strategy can make all the difference. A coach can also shadow the teacher as they observe another class, model skills, assist with implementation, and provide substantive feedback.

Another key is clearly articulating (and agreeing on) what learning should look like with a new technique or tool. Having a clear definition and setting expectations along with a detailed rubric used in observation and evaluation matters makes a significant impact.

Teachers also need school leaders to provide them with the most valuable resource-time-to observe their colleagues during the school day. This can be achieved with particular schedules, rotating substitutes, and more.

How to Improve Single-Session Seminars

Trying to put on a one-and-done seminar can be exhausting and less effective. Single-session seminars are too often misaligned with the actual needs of teachers. You can picture it-the entire faculty gathers in a sizable room and receives a lecture-style PD session. There is usually not enough time for teachers to discuss ideas or outline implementation strategies.

Why not let teachers take the lead? Through forming teacher-led professional learning communities (PLCs), teachers can create and discuss instructional techniques within an environment of continuous encouraging mentorship. This way, the single-session seminar becomes a powerhouse for instructional improvement.

The Power of Your Learning Management System for Teacher PD

Transformational PD starts with identifying opportunities to show and involve teachers in modeling new instructional practices or approaches. This will help them translate high-level ideas into classroom practice.

You likely have an untapped resource at your disposal that can help you increase the engagement and effectiveness of teacher PD. When planning your next PD, don't forget about your  learning management system (LMS) . Many educators already use their LMS for classroom instruction, making it a convenient place to house PD.

By following the recommendations above and activating the full potential of your LMS, you can immediately impact all types of teacher PD and make them more meaningful, productive, and sustainable long into the future.

# data[].attributes.attachment_link.title
The Three Most Common Types of Teacher Professional Development and How to Make Them Better

# data[].attributes.attachment_link.description
One of the most common challenges school administrators face is providing relevant and effective professional development (PD). The most successful professional learning opportunities are meaningful, can be implemented and sustained, and lead to enhanced student learning. The top three types of teacher professional development are periodic workshops, in-class observation, and single-session seminars.

# data[].attributes.attachment_link.title
Partnering with Parents for Student Success

# data[].attributes.attachment_link.description
In this PD course, teachers will gain the resources needed to implement partnering pedagogy. With a focus on real-world links to lessons, this approach allows students to lead the learning experience.

# data[].attributes.attachment_link.readable_text
Teachers who have a desire to share their ideas -- or who need ideas for the classroom or insight into others' experiences -- can look at The Current as both a virtual media specialist and a space to find your writing voice. Plan ahead to make the most of the site's offerings -- there's a lot to take in, and you'll want to take the time to read through and digest everything the site offers. It's a resource that will probably be most useful when planning, either at the start of the school year or between semesters.

Once you're familiar with the site, you can return to find or share ways to incorporate technology into writing lessons -- or just to find inspiration about teaching in general. Take advantage of others' expertise in the community, where you can get support and guidance from other members. Users can offer help with a specific unit or media tool, or you could even share a unit you've designed to solicit feedback. Be forewarned that while there's plenty of content, there are some problems with the site that may prevent new users from contributing, and you might get better responses from the parent site, Educator Innovator.

Continue reading
Put this tool into practice:
Formerly Digital Is, The Current is an open publishing media literacy website created and curated by a community of educators. Created under the direction of the National Writing Project (NWP) as a source for grassroots professional development, the site shares the NWP's ethos of encouraging teachers to help others in their field. The site is closely linked to its parent site, Educator Innovator, a hub for connected learning in education.

Using Creative Commons 4.0 licensing as a basic tenet, content on the site is organized under three tabs: Blog, Resources, and Collections. The succinct blog entries link to articles, activities, and definitions (when needed). Much of the Resources section is made up of teachers' documentation of their inquiries into their own practice, focusing on connected learning projects, social justice units that are tied to current events, or activities using innovative apps. The Collections are exactly that: resources grouped by theme; as such, they serve as a user-friendly way to get at the site's content. Some missing images, outdated content, and lags in page loading time indicate that the developers may no longer be supporting this tool, but there's still an abundance of useful resources.

Part current practice, part reflection, and part digital archive, The Current's content serves as professional development by teachers, for teachers. Whether you're tech-savvy or a reluctant neophyte, the site's blog and other resources provide direction, guidance, and inspiration for the many effective ways to incorporate technology and media into your teaching. The resources don't just guide the teaching of writing and media literacy, but also extend into general teaching practices. Additionally, The Current aims to foster a sense of community with the option to comment on any article and engage with the educator who posted it.

In a world of ever-changing media, it might be tempting to think of The Current as a quick place to pick up resources on the fly, but the site demands a bit more of an investment. For teachers looking for new ideas, new takes on old ideas, or a space to share their knowledge, there's a lot here to inspire. In the current media landscape, technological agility is a crucial need for teachers and students alike, but sometimes it's nice to go back to your roots and see how far you've come.

# data[].attributes.attachment_link.title
The Current Review for Teachers | Common Sense Education

# data[].attributes.attachment_link.description
Teachers who have a desire to share their ideas -- or who need ideas for the classroom or insight into others' experiences -- can look at The Current as both a virtual media specialist and a space to find your writing voice.

# data[].attributes.attachment_link.readable_text
Teacher professional development (PD) often gets a bad rap. As a former educator of nearly a decade, I can count on one hand how many successful PD sessions I attended over the years. I can also remember how impactful those select few sessions were to my teaching craft.

According to the 2020 International Literacy Association (ILA) survey for teachers, higher education professionals, literacy consultants, and school administrators, PD was identified as a top priority for improving instruction. Participants also stated that PD needs more focus and attention to support teachers in their ongoing professional growth. Teachers understand the need for PD, but often feel unfulfilled by the experience.

So, I wondered-what do teachers really want from PD? After reviewing several articles and studies from the perspective of primary and secondary teachers, six common trends emerged.

1. Teachers want professional development to be interactive. Teachers noted that they must have ways to get involved with PD sessions. Suggestions ranged from role playing classroom scenarios to observing and receiving feedback while analyzing student work (Harris, 2019). These hands-on experiences made teachers feel more empowered over PD content. In contrast, teachers said that they felt disengaged and disempowered when they had to sit passively during lecture style PD (Robinson & Smith, 2020).

2. Teachers want professional development to be collaborative. Teachers favored a cohort model where they could work with other teachers from the same grade and/or subject area because they believed this was the most effective way to share best practices. Many teachers remarked that attending PD sessions with teachers from other schools was not helpful, because norms and needs vary from school to school (Harris, 2019). Teachers also stated that schools must provide common planning periods or collaboration time during the day to discuss and share expertise from PD (Robinson & Smith, 2020).

3. Teachers want professional development to be ongoing. For PD to be effective, research mandates that it has to be consistent for at least one semester with a minimum of 20 contact hours (Harris, 2019). Teachers wanted to be able to process, plan, and reflect on PD sessions-all of which takes time. Quick-fix PD can often overwhelm teachers and is just a band-aid solution for ongoing issues ( Alber, 2011). Teachers who participated in continuous PD noted feeling more confident in the classroom when using acquired strategies and resources from PD sessions (Robinson & Smith, 2020).

4. Teachers want professional development to be relevant. Teachers wanted strategies, resources, and/or materials that can easily and immediately be implemented into their classrooms in a meaningful way (Harris, 2019). Teachers also wanted strategies that were specific to the needs of all their students. When strategies seemed too time- consuming or were not presented in plain language, teachers did not feel as compelled to use them in their lessons (Robinson & Smith, 2020).

5. Teachers want professional development coaching from their colleagues. Teachers stated that they were more receptive to a coaching model where their colleagues led PD sessions. Teachers were not as enthusiastic about PD from hired programs because they found it to be more confusing and impractical (Robinson & Smith, 2020).

6. Teachers want flexibility and respect when implementing professional development. Teachers maintained that PD cannot be a one-size-fits-all solution because every class has its own specific set of needs. Additionally, teachers wanted administrators to respect that everyone will enter a PD session with a different level of background knowledge and will not become an expert on a topic after just one session (Robinson & Smith, 2020).

Much like schools and teaching, PD is complex. A successful implementation of PD requires collaboration, engagement, continuity, and flexibility-all the things we ask of our teachers every single day and should be able to provide them in return. Teacher PD gets a bad rap, not because teachers are disinterested in learning new content, but because PD often does not meet their needs. To make the most of PD sessions, simply ask teachers what they want and need.

- Kayla Reist

# data[].attributes.attachment_link.description
Teacher professional development (PD) often gets a bad rap. As a former educator of nearly a decade, I can count on one hand how many successful PD sessions I attended over the years. I can also remember how impactful those select few sessions were to my teaching craft.

# data[].attributes.attachment_link.description
This PD course is designed to help teachers develop tools to manage the stress of teaching.

# data[].attributes.attachment_link.readable_text
Instead of using PD workshop time making assumptions about students, we should get their input beforehand.

©Shutterstock.com/DGLimages

Professional development is evolving. Slowly but surely, schools and organizations are attempting to move away from the typical sit-and-get workshop and creating formats that promote problem solving and boost participant engagement. This has led to a rise in PD that makes educators the drivers of innovation.

This trend is awesome.

The problem: Participants are forced to make a lot of assumptions about their students because they're not given a chance to include those students in the process.

As a facilitator and designer of professional learning, I've been excited to see the rise in design thinking and other problem-solving formats. It's been a struggle, however, to find ways to authentically capture student voice so that participants can effectively use workshop time. Too often, we get stuck asking participants to guess how their students might feel about a topic, how they might approach a challenge, etc., when it would be much easier to just ask the students.

Professional learning could take on a new dimension if we were able to get student feedback and insights on topics before heading into workshops.

Why Student Voice Should Be a Part of PD

One reason student voice might not be commonplace in professional learning is because it's not always convenient to capture, but that's changing. It might require a bit more planning, but the advantages make it worth the effort.

Provides clarity: Planning for student voice forces the facilitator to get organized quickly by establishing clear goals, objectives, and tasks so the participants have adequate time and guidance as to how they will gather student feedback and understand how it will be used during their session.

Builds relationships: When facilitators ask teachers to engage their students in their professional learning, PD becomes something we do with students and not just for students. We gain invaluable insights that enable us to use professional development more effectively, and students feel like their opinions are valued.

Boosts engagement and collaboration: Lectures and other types of sit-and-gets often prevent anyone, let alone students, from having a voice. Incorporating student voice challenges the facilitator to think through the format of the workshop so that activities align and participants engage with student feedback in a hands-on way.

Prepares teachers for PD: When participants have had the opportunity to collect student feedback, they can personalize professional learning to fit their needs. During sessions, they can better anticipate opportunities and constraints to apply their learning to instruction or other challenges.

The hardest part of planning for student voice is giving teachers enough time in advance to collect student feedback. But PD facilitators should take that step, because incorporating student voice has several benefits:

Capturing Student Voice

Once the facilitator has planned out the goals and objectives of the workshop and has an outline in place, the next step is planning the best way for participants to capture student feedback so that it flows with the design of the workshop. Regardless of the mix of teachers present, there are a variety of tools that can be used to help educators make student voice a part of their professional learning.

There are two main ways to gather student feedback: inviting them to attend the PD session or collecting their feedback in advance.

If students come to a PD workshop personally, join via a conference call, or act as reporters summarizing the workshop, their presence always changes the dynamic of professional development-in a positive way.

FlipGrid: Teachers can interview students prior to the workshop and upload a short video of the insights they gained. This is a great way to uncover patterns and identify needs for groups of educators coming from different schools or regions. In addition, it's a nice way for the facilitator and teachers to connect prior to meeting in person.

Google Forms, Socrative, or Mailchimp: These are quick tools to create simple surveys, ask both open and closed questions, and collect data.

iMovie: Teachers can use their phones or iPads to interview students or to have them make short videos on the topic of the workshop.

Informal group discussions: Teachers can use group discussions to get students to engage with a challenge or topic and take notes on what they say. Consider trying a format like the Fishbowl or the World Cafe.

Mini design thinking session with students: Teachers can bring their PD challenge into the classroom and allow students to tackle it for themselves by taking them through the design thinking process-their prototypes will be the feedback that can then be brought to the workshop.

But in lieu of having students in attendance, teachers can capture student voice prior to attending a workshop. Depending on the goals of the workshop, participants can conduct interviews, collect surveys, or engage students in the topic or challenge that will be presented. Here are some tools and ideas teachers can use to collect student feedback to bring to the PD workshop.

There are, of course, more ways to capture feedback and bring it into professional learning. The most important thing, though, is to simply attempt to do it. By bringing students' perspectives into our professional learning, we stay grounded and focused. Their feedback allows us to prioritize what we take back to the classroom and how we address challenges, and it allows us to develop new ideas to improve teaching and learning.

# data[].attributes.attachment_link.title
Bringing Students Into Professional Development

# data[].attributes.attachment_link.description
Instead of using PD workshop time making assumptions about students, we should get their input beforehand. ©Shutterstock.com/DGLimages Professional development is evolving. Slowly but surely, schools and organizations are attempting to move away from the typical sit-and-get workshop and creating formats that promote problem solving and boost participant engagement.

# data[].attributes.attachment_link.readable_text
Take your time exploring BetterLesson to get a sense of all that it offers. Whether you're looking for lesson plans, units, teaching strategies, or coaching resources, you'll find it here. Lessons are organized by grade level, subject area, and standard, so if you're looking to teach your third graders about Earth's systems, for example, you'll find over 30 lessons, each one containing any number of resources that support the objectives. If you're looking more for strategies to improve your instructional practice, you'll find plenty of them arranged by type. For instance, a strategy to support students with special needs includes tips on how to implement a micro-grouping feedback protocol with your students. Another describes how to collaborate with colleagues to conduct learning walks. Teacher development is covered, too: Check out one or more of the 13 Professional Learning Domains for ideas on topics such as student-centered learning and culturally responsive teaching.

It's best to visit BetterLesson with some ideas about what you're looking for; since there's so much information available, going in just to browse can send time-strapped teachers down a rabbit hole. That said, the inherent usefulness of the site coupled with its commitment to collaboration and well-known best practices make it a go-to for both new and veteran teachers or instructional leaders.

Continue reading

BetterLesson is a website with free searchable lesson plans, strategies, activities, and professional learning for educators. The scope of the site is massive: Thousands of lessons covering dozens of topics are organized by grade level and subject area. Add to that the plethora of instructional strategies and professional learning resources, and it's a one-stop shop supporting better classroom instruction.

One key aspect of BetterLesson is its Master Teachers mentor program. Master Teachers are highly qualified teachers from across the U.S. who create and share ready-to-use ELA, science, math, and blended topic lessons and units. Teachers can search the exemplary lessons by keyword, learning domain, standard, subject, grade level, or author. BetterLesson also recently partnered with Newsela, providing access to over 100 literacy strategies shared by Newsela-certified educators. There's a consistent structure to the design of each Master Teacher lesson: Objective, Purpose, Guiding the Learning, Independent Learning, and Closing the Loop. Lessons also include links to standards, suggested timing, detailed procedures, resources, related lessons, and feedback. Lessons and strategies appear in order of which have received the most favorites from other users, and teachers can create an account to curate a list of their own favorites. For a more personalized experience, teachers may consider reaching out to the developer for pricing for consultations with one of the more than 60 instructional coaches who provide individual-, school-, or district-level support.
Full Disclosure: BetterLesson and Common Sense Education share a funder; however, that relationship does not impact Common Sense Education's editorial independence and this learning rating.

With so many resources available online, piecing them together into effective lessons can be a challenge. Because BetterLesson's resources are so structured and its contributors so heavily vetted, it's much easier for teachers to find materials here that will positively impact student learning. Many of the exemplar lessons are interdisciplinary and encourage critical thinking. For example, a set of lessons guides students through a comparative analysis of Sojourner Truth's "Ain't I a Woman" speech and Maya Angelou's poem "Still I Rise." This kind of work engages students and encourages higher-order thinking about issues related to civil rights. Note, however, that while it's easy to search for lessons, not all will be easy to teach individually, because many come in sets.

Even if you don't use entire lessons or units, there are many other high-quality resources from which to choose. Teachers looking to improve their craft will find the Professional Learning, Blog, and Instructional Coaching sections of the site particularly useful. Topics like Culturally Responsive Teaching and Learning or Mastery-Based Progressions guide teachers toward bringing out the best in their students and themselves. Taken all together, the site's features create just the kind of collaborative community that can help support the profession and drive student achievement.

Learning Rating

Overall Rating

It's a treasure trove of learning for teachers looking for well-designed lessons, advice, or personalized professional development. Student interest will depend on the teacher's facilitation of lessons.

Lessons employ a variety of instructional strategies and coaching tips to support classroom teachers, and, by extension, their students.

The well-organized, keyboard-accessible site offers lessons, tips, and strategies to support students of differing abilities and learning needs.

# data[].attributes.attachment_link.title
BetterLesson Review for Teachers | Common Sense Education

# data[].attributes.attachment_link.description
Take your time exploring BetterLesson to get a sense of all that it offers. Whether you're looking for lesson plans, units, teaching strategies, or coaching resources, you'll find it here. Lessons are organized by grade level, subject area, and standard, so if you're looking to teach your third graders about Earth's systems, for example, you'll find over 30 lessons, each one containing any number of resources that support the objectives.

# data[].attributes.attachment_link.description
Eliminating Self-Defeating Behaviors is a 4-hour online continuing education (CE/CEU) course that teaches you how to identify, analyze and replace self-defeating behaviors with positive behaviors.

# data[].attributes.attachment_link.readable_text
Suicide Prevention: Evidence-Based Strategies

Laura More, MSW, LCSW

Course Abstract

Suicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults.

The Centers for Disease Control and Prevention (CDC) notes, "Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities." The CDC recommends a public health approach, with prevention efforts emanating from individuals, families, and communities who make changes to affect the social environment. Healthcare professionals and teachers can contribute to prevention efforts through awareness, promotion of resilience, and a commitment to social change.

Any approach to a mental health issue should be made using an evidence-based approach. The Evidence-Based Behavioral Practice Project (EBBP), funded by the Office of Behavioral & Social Sciences Research, recommends that professionals in the health and social sciences acquire and use a "shared vocabulary and conceptual grounding" to help share ideas and skills based on research and proven efficacy.

Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the CDC will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs.

Course #31-42 | 2022 | 67 pages | 20 posttest questions

Learning Objectives

1. Define each step of evidence-based behavioral practice

2. List three uniform definitions used in suicide treatment and prevention

3. Name three high-risk factors for suicide

4. Identify one treatment strategy for a person at risk for suicide

5. List two resources available to practitioners when selecting an evidence-based suicide prevention program

6. List two methods/programs for suicide prevention

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association ( APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635 - all courses are reported within two business days of completion). Professional Development Resources, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145).

COURSE DIRECTIONS

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.

Have a question? Contact us. We're here to help!

About the Author(s)

Laura More, MSW, LCSW , has been a licensed clinical social worker for over 40 years and has worked in a variety of practice settings, including: rehabilitation, oncology, trauma, skilled nursing, education, and management. She founded Care2Learn, an online continuing education resource for post-acute healthcare professionals. She has co-authored psychology and nursing books as well as authoring hundreds of online courses. Laura is currently a healthcare author/editor of online continuing education courses, specializing in evidence-based research review. She is the recipient of the 2010 Education Award from the American College of Health Care Administrators.

Disclosure:
Financial: Laura More receives author compensation from Professional Development Resources. Nonfinancial: No relevant nonfinancial relationship exists.

# data[].attributes.attachment_link.description
Suicide Prevention: Evidence-Based Strategies Laura More, MSW, LCSW Course Abstract Suicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults.

# data[].attributes.attachment_link.title
Mass Shootings: Applied Counseling Skills

# data[].attributes.attachment_link.description
Mass Shootings: Applied Counseling Skills is a 3-hour online continuing education (CE) course that presents evidence-based strategies healthcare professionals can use to support communities following a mass shooting event.

# data[].attributes.attachment_link.readable_text
Improving Communication with Young Clients

Adina Soclof, MS, CCC-SLP; Leo Christie, PhD, LMFT

Course Abstract

Improving Communication with Your Young Clients is a 3-hour online continuing education (CE) course that teaches communication skills for use with young clients and their families.

Healthy professional and personal relationships rely heavily on effective and respectful communication skills. Professionals can benefit from enhancing their repertoire of communication techniques to improve the quality of relationships with families and children who have communication skills deficits. The competent use of language can increase young clients' self-esteem, motivate them to learn, engage their willing cooperation, defuse power struggles, and teach conflict resolution skills.

The purpose of this course is to teach clinicians effective and practical communication and conversational skills to use in the classroom and in one-on-one situations with young clients and their families. Using these strategies, participants will be better prepared to manage difficult situations and conversations.

Course #31-34 | 2021 | 59 pages | 20 posttest questions

Learning Objectives

1. Identify six skills for responding empathically to children's negative feelings

2. Name ten techniques that help engage children's cooperation

3. List six skills adults can use to avoid punishment and deliver discipline effectively

4. Identify seven techniques for encouraging children's autonomy

5. Differentiate between evaluative praise and descriptive praise

6. Name nine temperamental traits that affect therapist/client communication

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association ( APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635 - all courses are reported within two business days of completion). Professional Development Resources, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145).

COURSE DIRECTIONS

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.

Have a question? Contact us. We're here to help!

About the Author(s)

: Ms. Soclof receives royalty payments from Professional Development Resources on sales of her courses. Adina Soclof, MS, CCC-SLP, is a Parent Educator, Professional Development Instructor and Speech -Language Pathologist working with children in a school setting. She received her B . A. in h istory from Queens College and her M . S. in c ommunication s ciences from Hunter College. Adina is the founder of ParentingSimply.com. She delivers parenting classes as well as professional development workshops for Speech -Language Pathologists, t eachers and other health professionals. Adina is available for speaking engagements. You can reach her at asoclof@parentingsimply.com or check out her website at www.parentingsimply.com .

Disclosure:
Financial Nonfinancial: No relevant nonfinancial relationship exists.

Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is a past CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years' experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.

Disclosure:: Receives a salary from Professional Development Resources, Inc.
Nonfinancial: No relevant nonfinancial relationships exist.

# data[].attributes.attachment_link.keywords[]
improving communication with your young clients

# data[].attributes.attachment_link.title
Improving Communication with Young Clients

# data[].attributes.attachment_link.description
Improving Communication with Young Clients Adina Soclof, MS, CCC-SLP; Leo Christie, PhD, LMFT Course Abstract Improving Communication with Your Young Clients is a 3-hour online continuing education (CE) course that teaches communication skills for use with young clients and their families. Healthy professional and personal relationships rely heavily on effective and respectful communication skills.

# data[].attributes.attachment_link.readable_text
Anxiety in Children

Adina Soclof, MS, CCC-SLP; Leo Christie, PhD, LMFT

Course Abstract

Anxiety in Children is a 4-hour online continuing education (CE) course that focuses on behavioral interventions for children with anxiety disorders.

According to the Anxiety and Depression Association of America, it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children but are often not diagnosed. Untreated anxiety can lead to substance abuse, difficulties in school, and depression. Professionals who work with children, including speech-language pathologists, mental health professionals, and occupational therapists, frequently encounter anxiety disorders among their young clients.

This course is intended to help clinicians recognize and understand the anxiety disorders that frequently occur in children and learn a wide variety of communication and behavioral strategies for helping their clients manage their anxiety. Included are sections on types and causes of anxiety disorders, strategies for prevention, evidence-based treatments, techniques for helping children manage worry, relaxation techniques for use with children, and detailed discussions on school anxiety and social anxiety.

Course #40-51 | 2020 | 73 pages | 25 posttest questions

Learning Objectives

1. Identify symptoms of various anxiety disorders that occur in children

2. List strategies for preventing the development of anxiety disorders in children

3. Identify the major treatment options for childhood anxiety disorders

4. Describe practical strategies to help children manage worry

5. Identify techniques that can help children manage and reduce anxiety

6. Describe approaches for helping children with school anxiety and social anxiety

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association ( APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635 - all courses are reported within two business days of completion). Professional Development Resources, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145).

COURSE DIRECTIONS

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.

Have a question? Contact us. We're here to help!

About the Author(s)

: Ms. Soclof receives royalty payments from Professional Development Resources on sales of her courses. Adina Soclof, MS, CCC-SLP, is a Parent Educator, Professional Development Instructor and Speech -Language Pathologist working with children in a school setting. She received her B . A. in h istory from Queens College and her M . S. in c ommunication s ciences from Hunter College. Adina is the founder of ParentingSimply.com. She delivers parenting classes as well as professional development workshops for Speech -Language Pathologists, t eachers and other health professionals. Adina is available for speaking engagements. You can reach her at asoclof@parentingsimply.com or check out her website at www.parentingsimply.com .

Disclosure:
Financial Nonfinancial: No relevant nonfinancial relationship exists.

Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is a past CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years' experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.

Disclosure:: Receives a salary from Professional Development Resources, Inc.
Nonfinancial: No relevant nonfinancial relationships exist.

# data[].attributes.attachment_link.description
Anxiety in Children Adina Soclof, MS, CCC-SLP; Leo Christie, PhD, LMFT Course Abstract Anxiety in Children is a 4-hour online continuing education (CE) course that focuses on behavioral interventions for children with anxiety disorders. According to the Anxiety and Depression Association of America, it is estimated that 40 million Americans suffer from anxiety disorders.

# data[].attributes.attachment_link.readable_text
Emotional Overeating: Practical Management Techniques

Lisa M. Schab, MSW, LCSW

Course Abstract

Emotional Overeating: Practical Management Techniques is a 4-hour online continuing education (CE) course that discusses the causes of emotional eating and provides cognitive and behavioral exercises that can help to eliminate the addictive pattern.

Statistics report that Americans are an increasingly overweight population. Among the factors contributing to our struggle to stop tipping the scales is the component of "emotional eating" - or the use of food to attempt to fill emotional needs. Professionals in both the physical and emotional health fields encounter patients with emotional eating problems on a regular basis. Even clients who do not bring this as their presenting problem often have it on their list of unhealthy behaviors that contribute to or are intertwined with their priority concerns. While not an easy task, it is possible to learn methods for dismantling emotional eating habits. The goals of this course are to present information about the causes of emotional eating, and provide a body of cognitive and behavioral exercises that can help to eliminate the addictive pattern.

Course #40-26 | 2011 | 44 pages | 30 posttest questions

Learning Objectives

1.Distinguish between physical hunger and emotional hunger

2.List at least three reasons that emotional eating habits develop

3.Identify both cultural and physiological obstacles to overcoming emotional overeating

4.Name at least five emotional needs that people attempt to fill with food

5.Describe two exercises for each identified emotional need to help promote awareness and change

6.Name four or more external cues for eating

# data[].attributes.attachment_link.description
Emotional Overeating: Practical Management Techniques Lisa M. Schab, MSW, LCSW Course Abstract Emotional Overeating: Practical Management Techniques is a 4-hour online continuing education (CE) course that discusses the causes of emotional eating and provides cognitive and behavioral exercises that can help to eliminate the addictive pattern.

# data[].attributes.attachment_link.readable_text
Reporting Suspected Child Maltreatment: Legal and Ethical Issues

Kathryn Krase, PhD, JD, MSW

Course Abstract

Reporting Suspected Child Maltreatment: Legal and Ethical Issues is a 2-hour continuing education (CE) course that outlines the legal requirements for reporting suspected child neglect and abuse.

Many professionals throughout the United States are mandated reporters of suspected child maltreatment. However, the legal requirement to report is often confusing to navigate in relation to other professional and ethical responsibilities. This workshop provides profession-based context to the role of mandated reporter.

The course opens with a brief history of mandated reporting and the changes to mandated reporting laws over time. We then discuss who is considered a "mandated reporter," when a report to Child Protective Services (CPS) is necessary, and the concerns regarding under and over reporting.

A detailed discussion highlights the risk factors and indicators of maltreatment and provides specific definitions and examples of the four types of maltreatment (neglect, physical abuse, sexual abuse, and emotional abuse).

Mandated reporters explore a framework that can guide their decision in making the "tough call" of whether to file a report to CPS or not, using research findings and practical advice based on real case examples.

Course #21-56 | 2022 | 2-hour video & handout | 20 posttest questions

Learning Objectives

1. Specify when it is required by law to make a report to child protective services

2. Identify three ethical, moral, and legal conundrums faced when making the decision to report

3. Name four child, parent, and environmental risk factors for child maltreatment

4. List six indicators for each type of child maltreatment (neglect, physical, sexual, emotional)

5. Describe appropriate communication techniques to use with clients prior to, and after making, a report

6. Explain how to apply a framework for guiding the process of deciding whether to make a report

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association ( APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635 - all courses are reported within two business days of completion). Professional Development Resources, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145).

COURSE DIRECTIONS

This video course provides instant access to the course video, course handout, and the CE test. The CE test is open book (you can print the test to mark your answers on it while watching the course video).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation.

About the Author(s)

Kathryn Krase, PhD, JD, MSW, is the principal consultant and owner of Krase Consulting, a multi-disciplinary consulting firm with experience in child welfare systems, higher education, non-profit management, and youth sports coaching. Dr. Krase is an expert on the professional reporting of suspected child maltreatment and has authored multiple books and articles on the subject. She has years of experience consulting with government and community-based organizations to develop policy and practice standards. As part of her extensive work to educate and support healthcare professionals to intervene and protect children, when necessary, while respecting and supporting family integrity whenever possible, Dr. Krase offers training, resources, blogs, podcasts, and consultations through her website, Making the Tough Call.

Disclosure:
Financial: Kathryn Krase receives author compensation from Professional Development Resources. In addition, Dr, Krase is paid for services provided through her consulting firm and for presenting professional development and training for healthcare professionals. Dr. Krase has authored and co-authored multiple books and papers and receives royalties for some, including Making the Tough Call, Mandated Reporting of Child Abuse and Neglect, and Child Welfare, Preparing Social Workers for Practice in the Field.

Nonfinancial: No relevant nonfinancial relationships exist.

# data[].attributes.attachment_link.keywords[]
reporting suspected child maltreatment: legal and ethical issues

# data[].attributes.attachment_link.title
Reporting Suspected Child Maltreatment: Legal and Ethical Issues

# data[].attributes.attachment_link.description
Reporting Suspected Child Maltreatment: Legal and Ethical Issues Kathryn Krase, PhD, JD, MSW Course Abstract Reporting Suspected Child Maltreatment: Legal and Ethical Issues is a 2-hour continuing education (CE) course that outlines the legal requirements for reporting suspected child neglect and abuse. Many professionals throughout the United States are mandated reporters of suspected child maltreatment.

# data[].attributes.attachment_link.readable_text
Cyberbullying

Laura More, MSW, LCSW; Edie Deane, MS-CCC, CCM

Course Abstract

is a 2-hour online continuing education (CE) course that reviews evidenced-based research for the identification, management, and prevention of cyberbullying.

Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior. Cyberbullying is intentional, repeated harm to another person using communication technology. It is not accidental or random. It is targeted to a person with less perceived power. This may be someone younger, weaker, or less knowledgeable about technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Twitter), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with - or at - another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse.

This course will describe specific cyberbullying behaviors, review theories that attempt to explain why bullying happens, list the damaging effects that befall its victims, and discuss strategies professionals can use to prevent or manage identified cyberbullying. Cyberbullying is a fast-growing area of concern and all healthcare professionals should be equipped to spot the signs and provide support for our patients and clients, as well as keep up with the technology that drives cyberbullying.

Course #21-32 | 2019 | 40 pages | 20 posttest questions

Learning Objectives

1. Identify the two defining characteristics of cyberbullying

2. List examples of specific cyberbullying behaviors

3. Distinguish between facts and myths about cyberbullying

4. Identify theories that attempt to explain why bullying happens

5. Name the potential effects of cyberbullying on its victims

6. List three strategies to prevent or manage identified cyberbullying

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association ( APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635 - all courses are reported within two business days of completion). Professional Development Resources, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145).

COURSE DIRECTIONS

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.

Have a question? Contact us. We're here to help!

About the Author(s)

Laura More, MSW, LCSW , has been a licensed clinical social worker for over 40 years and has worked in a variety of practice settings, including: rehabilitation, oncology, trauma, skilled nursing, education, and management. She founded Care2Learn, an online continuing education resource for post-acute healthcare professionals. She has co-authored psychology and nursing books as well as authoring hundreds of online courses. Laura is currently a healthcare author/editor of online continuing education courses, specializing in evidence-based research review. She is the recipient of the 2010 Education Award from the American College of Health Care Administrators.

Disclosure:
Financial: Laura More receives author compensation from Professional Development Resources. Nonfinancial: No relevant nonfinancial relationship exists.

Edie Deane, MS-CCC, is a creative leader who infuses all her work with an entrepreneurial spirit. Edie's career spans healthcare areas from hands-on service to e-business. Her portfolio of experience includes: leadership, strategic and business development as online education company Care2Learn's founder/owner; operations, administration, and education/training in national rehabilitation companies; and development of an e-learning department in a prominent healthcare software company. Edie currently owns ED Consulting & Coaching, focused on services for the LTPAC ecosystem.

Disclosure:
Financial: No relevant financial relationships exist.
Nonfinancial: No relevant nonfinancial relationships exist.

# data[].attributes.attachment_link.description
Cyberbullying Laura More, MSW, LCSW; Edie Deane, MS-CCC, CCM Course Abstract is a 2-hour online continuing education (CE) course that reviews evidenced-based research for the identification, management, and prevention of cyberbullying. Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior.

# data[].attributes.attachment_link.readable_text
Credit: Allison Shelley for American Education

It's the second week of August and teachers have returned for in-service training at their school sites. Sitting in the cafeteria, we listen to the same PowerPoint taught by the same person who hasn't been a classroom teacher in over a decade. As my back throbs from the hard chairs made for kids, I think more about other career options than I do about the presentation going on.

Why am I having to do a training on classroom management, from somebody who doesn't know my students, when I have reached the highest rating on my prior evaluations from the administration? As I look around at my peers, highly educated champions for students, I don't see excitement for the upcoming year, I see dread. No longer is there a spark in the air as the school year comes closer. Since the pandemic, more and more teachers are realizing there needs to be a change in the educational system.

The system cannot stay as it was while other systems are changing and thriving. Education is simply stalled.

It's no secret that teachers are leaving the profession in record-breaking numbers. As of September, there were 36,500 teacher vacancies in the United States. Teachers are burned out, overworked and underappreciated. On top of that, they are required to attend professional development training and meetings that are redundant or convoluted.

In order to combat the teacher shortage, districts are lowering their requirements for new teachers instead of changing the systems to keep current teachers. Teachers are being placed in the classroom on emergency credentials, and substitute teachers who lack understanding of the content are being placed long-term into classrooms. Teachers who started their careers hopeful and excited are leaving the profession or are simply unhappy in their careers.

Related

Thousands of California teachers say they are stressed, burned out

Teachers who worked through the pandemic came back to the physical classroom emotionally drained and feeling like they had been through nine rounds with Rocky Balboa. We pushed through distance learning, making changes to our curriculum, begging students to turn on their cameras, and being berated by society. All these things happened, and yet we came into the classroom with no changes other than masks.

If General Motors can completely revamp its business model, and Dollar Tree can start selling products for $1.25, and a slew of other changes came to other fields, why is education staying the same? We, once again, are stalled on the side of the metaphorical road, wanting to drive in a specific direction but being told to stay put for the tow truck that never comes.

Teachers start their careers for two main reasons: love of the students and love of the content. However, between long hours of professional development training, meetings, grading, lesson planning and classroom management, the passion that was once there dwindles.

So, what can we do to retain good teachers? Bring back the passion that brought them into the profession in the first place.

Instead of long, arduous training about content they are already experts in, create training that is engaging and focused on content enrichment. Imagine history teachers debating current events, biology teachers in a lab running experiments, language teachers exploring the culture, or English teachers in a book club.

The Learning Policy Institute recommends increasing collaboration and incentivizing professional development. If professional development training and content-specific meetings were based on the specific interests of the teachers as opposed to what the district perceives as a need for the whole site, we could have meaningful engagement and growth.

If we want to combat the teacher shortage, we also need to create space for teachers to have fun with their students and peers. The current rigid curriculum and standards guidelines are making it so that school is so rushed and filled with pressure that we have forgotten learning is supposed to be enjoyable. Now, there is no need to add to the teachers' plates as they are already overflowing with tasks. Instead, the administration can make simple changes that will relieve the pressure off teachers and bring meaningful professional development back.

Here are some ways we can fix that:

Encourage teachers to share something about their lives with students, create events where students and staff can share space, and set time aside for staff to focus on building relationships before content. When teachers can reignite their passion for the content and the craft, students will reap the benefits and good teachers will stay in the profession.

***
Kati Begen is a high school biology educator and credential coach in Fresno. She has earned a multiple-subject credential, single-subject credential and a master's degree in teaching. She is currently working on her doctorate in curriculum and assessment at Southern Wesleyan University.
The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.
To get more reports like this one, click here to sign up for EdSource's no-cost daily email on latest developments in education.

# data[].attributes.attachment_link.title
COMMENTARY: We need to fix professional development for teachers

# data[].attributes.attachment_link.description
Credit: Allison Shelley for American Education It's the second week of August and teachers have returned for in-service training at their school sites. Sitting in the cafeteria, we listen to the same PowerPoint taught by the same person who hasn't been a classroom teacher in over a decade.

# data[].attributes.attachment_link.readable_text
Take your time exploring BetterLesson to get a sense of all that it offers. Whether you're looking for lesson plans, units, teaching strategies, or coaching resources, you'll find it here. Lessons are organized by grade level, subject area, and standard, so if you're looking to teach your third graders about Earth's systems, for example, you'll find over 30 lessons, each one containing any number of resources that support the objectives. If you're looking more for strategies to improve your instructional practice, you'll find plenty of them arranged by type. For instance, a strategy to support students with special needs includes tips on how to implement a micro-grouping feedback protocol with your students. Another describes how to collaborate with colleagues to conduct learning walks. Teacher development is covered, too: Check out one or more of the 13 Professional Learning Domains for ideas on topics such as student-centered learning and culturally responsive teaching.

It's best to visit BetterLesson with some ideas about what you're looking for; since there's so much information available, going in just to browse can send time-strapped teachers down a rabbit hole. That said, the inherent usefulness of the site coupled with its commitment to collaboration and well-known best practices make it a go-to for both new and veteran teachers or instructional leaders.

Continue reading

BetterLesson is a website with free searchable lesson plans, strategies, activities, and professional learning for educators. The scope of the site is massive: Thousands of lessons covering dozens of topics are organized by grade level and subject area. Add to that the plethora of instructional strategies and professional learning resources, and it's a one-stop shop supporting better classroom instruction.

One key aspect of BetterLesson is its Master Teachers mentor program. Master Teachers are highly qualified teachers from across the U.S. who create and share ready-to-use ELA, science, math, and blended topic lessons and units. Teachers can search the exemplary lessons by keyword, learning domain, standard, subject, grade level, or author. BetterLesson also recently partnered with Newsela, providing access to over 100 literacy strategies shared by Newsela-certified educators. There's a consistent structure to the design of each Master Teacher lesson: Objective, Purpose, Guiding the Learning, Independent Learning, and Closing the Loop. Lessons also include links to standards, suggested timing, detailed procedures, resources, related lessons, and feedback. Lessons and strategies appear in order of which have received the most favorites from other users, and teachers can create an account to curate a list of their own favorites. For a more personalized experience, teachers may consider reaching out to the developer for pricing for consultations with one of the more than 60 instructional coaches who provide individual-, school-, or district-level support.
Full Disclosure: BetterLesson and Common Sense Education share a funder; however, that relationship does not impact Common Sense Education's editorial independence and this learning rating.

With so many resources available online, piecing them together into effective lessons can be a challenge. Because BetterLesson's resources are so structured and its contributors so heavily vetted, it's much easier for teachers to find materials here that will positively impact student learning. Many of the exemplar lessons are interdisciplinary and encourage critical thinking. For example, a set of lessons guides students through a comparative analysis of Sojourner Truth's "Ain't I a Woman" speech and Maya Angelou's poem "Still I Rise." This kind of work engages students and encourages higher-order thinking about issues related to civil rights. Note, however, that while it's easy to search for lessons, not all will be easy to teach individually, because many come in sets.

Even if you don't use entire lessons or units, there are many other high-quality resources from which to choose. Teachers looking to improve their craft will find the Professional Learning, Blog, and Instructional Coaching sections of the site particularly useful. Topics like Culturally Responsive Teaching and Learning or Mastery-Based Progressions guide teachers toward bringing out the best in their students and themselves. Taken all together, the site's features create just the kind of collaborative community that can help support the profession and drive student achievement.

Learning Rating

Overall Rating

It's a treasure trove of learning for teachers looking for well-designed lessons, advice, or personalized professional development. Student interest will depend on the teacher's facilitation of lessons.

Lessons employ a variety of instructional strategies and coaching tips to support classroom teachers, and, by extension, their students.

The well-organized, keyboard-accessible site offers lessons, tips, and strategies to support students of differing abilities and learning needs.

# data[].attributes.attachment_link.title
BetterLesson Review for Teachers | Common Sense Education

# data[].attributes.attachment_link.description
Take your time exploring BetterLesson to get a sense of all that it offers. Whether you're looking for lesson plans, units, teaching strategies, or coaching resources, you'll find it here. Lessons are organized by grade level, subject area, and standard, so if you're looking to teach your third graders about Earth's systems, for example, you'll find over 30 lessons, each one containing any number of resources that support the objectives.

# data[].attributes.headline
1).   Effects of Digital Media on Adolescents.                                             2).  Improving Parent Relationships

# data[].attributes.subject
1).   Effects of Digital Media on Adolescents.                                             2).  Improving Parent Relationships

# data[].attributes.body
1) Effects of Digital Media on Adolescents:
There are good and bad effects of Digital Media on Adolescents.We have been using digital Media and will continue to use it in the future.During the last covid 19, we were teaching remotely and were able to reach out to most of our students and we were not sure to come back into a normal situation like we are in today. In this fast growing world we must use digital Media to communicate and interact between colleagues, reseachers, developpers and all others professionals who need to reach out to each others without the need to move around.
On the other side we need to control and monitor the use of internet on Adolescents which is the most vulnerable group.

2) Improving Parent Relationships:
Parents have important roles to play in their children's education.. Base on observation  95% of the performing students have their parents involved in their education. And those who are poorly performing have their parents absent or unreachable during the school year. We should create workshops that train, educate and convince parents to get involved into their children 's education; at least making sure that their chikldren have a good attendance and good grades. Some parents think that school is "the dumping area" for their children because once they registered their love ones they just don't answer phone calls, or provide good working numbers for teachers to contact them in case of they need to.