Department of Housing and Urban Development spearheads a program to make home ownership affordable for more teachers at the state and county levels. HUD oversees the Good Neighbor Next Door program, a national initiative that is available to K teachers as well as firefighters and emergency response technicians.
As cities designate certain areas needing economic growth and revitalization, HUD sets aside some of these homes for the Good Neighbor program. The BMR program takes new developments, then designates certain ones as "affordable" purchase homes for buyers meeting income guidelines.
The Golden State Finance Authority offers a five percent down payment assistance grant to help cover the costs of closing and down payments. Participants must have a FICO score of or higher. This assistance grant can be used in conjunction with any type of loan program. San Francisco is pioneering new developments for affordable rental living complexes for teachers.
The program is designed so that teachers can live in the community they work in without having to take second jobs or accept substandard living conditions. The goal is to build to rental units. This is a pioneer program currently in development. Kimberlee Leonard has been helping businesses for more than 17 years with business planning, team development and sales training. The sessions then focus on activities that emphasize collaboration and sharing of resources.
Teachers, like students, have different learning needs and preferences. A just-in-time approach attempts to differentiate the instruction and support teachers receive so they can tailor instruction to particular students. This "just-in-time" and classroom-based support is most useful before and as the teacher does his activity. Latency is often a major issue in professional development.
Too much time elapses between teacher learning and implementation of learning. By providing professional development close to the point of classroom implementation, this lag time and loss of learning is reduced. Just in Case The Indonesian teachers my organization has worked with have many fears about computers. What if they break down? What if students break them? What if students cannot use or easily learn the software in question, particularly if the teacher also feels uncomfortable with the software?
How can the teacher use one computer or two computers with 50 students? These concerns reflect larger fears about control that are not unique to teachers in one country or continent. Technology "disrupts" the classroom equilibrium based on teacher control and expertise in all matters.
Limited computers mean grouping, making it harder for teachers to control the class in general and unruly students in particular. Inability to help students with software or troubleshoot a technology problem might reveal teachers to be less than omniscient. Teachers everywhere fear that chaos will ensue.
This approach focuses on carefully planning the classroom activity. By remembering that computers are just one of many learning tools, teachers can reduce their chances of being caught unaware when computers fail technically or instructionally. By deliberately grouping students with varying technical expertise, teachers can delegate computer training to students, thus shifting some instructional responsibility to students. Technology cannot save a poorly planned learning experience. Often, it just exacerbates the weaknesses.
In this just-in-case approach, technology coaches help teachers plan and organize instruction in a more careful, detailed, and comprehensive fashion. By thinking through and planning for all contingencies, teachers will always have a plan just in case technology fails.
Just Try It Central to change is action, and this is where professional development often breaks down. Without application in the classroom, professional development is a waste of time, money, and effort. This is particularly true for online professional development. In the project in Indonesia, teachers knew that after every single professional development session, upon return to their classrooms, they would be expected to apply what they had learned and report the results to colleagues and their coaches.
Creating an ongoing practice of "open lessons" where teachers carry out a technology-based activity in front of colleagues. When they "just try it," teachers know that mistakes will be made. Errors and failure are a natural part of learning. But when everyone in the school "just tries" technology, teachers can begin to help one another and build collaborative teams.
Next, teachers should receive instruction in technology when not before they need it and follow-up support to plan their technology-related activity Just in time. Finally, teachers need to carefully plan for using technology in their classroom, including strategies to address things they think might go wrong Just in case.
About the Author Mary Burns has worked with teachers in the U. She is a former teacher who, early in her career, taught in a one-computer classroom and ended up teaching in a 1: At Education Development Center, she designs and conducts online and face-to-face professional development around technology and instruction; evaluates technology and professional development programs; and conducts research on various types of pre- and in-service teacher distance learning.
Technology as a catalyst for school communities: Beyond boxes and bandwidth. Applying technology to restructuring learning: How teachers use computers in technology assisted constructivist learning environments.
Schools and the internet. Access, adequacy, and equity in education technology: Walden University July 28, Educators, technology and 21st century skills: Reaching the last technology holdouts at the front of the classroom.
The Chronicle of Higher Education. Access it anywhere and anytime. Create rich interactive eBooks. And build an environment for teacher student collaboration.
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Could help provide information to schools so teachers know we are here to help when they need someone to turn to. £25 Could help answer the phone to a teacher who needs someone to talk to when it all gets too much. How to Help Teachers Use Technology in the Classroom The 5J Approach. By Mary Burns / September Print Email. In this just-in-case approach, technology coaches help teachers plan and organize instruction in a more careful, detailed, and comprehensive fashion. By thinking through and planning for all contingencies, teachers will always.
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