Các khóa đào tạo tùy chỉnh

Nâng cao môi trường giáo dục của bạn với các chương trình đào tạo tùy chỉnh được thiết kế dành riêng cho các nhà giáo dục. Các buổi học của chúng tôi tập trung vào việc hướng dẫn để nâng cao quá trình dạy và học, quản lý hành vi hiệu quả và sử dụng tối ưu các trợ giảng. Chúng tôi cũng đề cập đến các thực tiễn thiết yếu trong giáo dục đặc biệt, Hiểu biết thông qua thiết kế (Understanding by Design - UbD), Thiết kế phổ quát cho học tập (Universal Design for Learning - UDL) và các phương pháp giảng dạy hợp tác. Hãy tham gia cùng chúng tôi để trang bị kiến thức cho đội ngũ nhân viên và thúc đẩy một bầu không khí học tập hòa nhập.

Tony Goedicke đã đào tạo hàng chục nghìn nhà giáo dục trên khắp Hoa Kỳ và Đông Nam Á.

Authored Books

Vol. 1: The Educator's Guide to the Great Educational Debates, Vol. 1

Should grades reflect only what students know and can do academically?
Should grades be used to motivate students or simply communicate learning?
Do traditional letter grades accurately represent student achievement?
Should homework be graded at all?
Should schools place strict limits on the amount of homework students receive?
Should schools adopt differentiated homework expectations to address inequity?
Should students use artificial intelligence (AI) for schoolwork?
Should schools restrict student cell phone use?
How much screen time should replace traditional learning materials?
Should social media be integrated into learning?
Should retest scores replace original scores?
What role should assessment scores play in learning?
Does retesting improve student learning or encourage procrastination?
Should student test scores be used to evaluate teachers?
Should teachers pay be linked to performance?

16. Should schools collect and analyze achievement data by demographic groups?

Amazon Link to Buy

Vol 2: The Educator's Guide to the Great Educational Debates (Special Education)

Should full inclusion be the goal for every student with a disability?
What is more important: where a student is educated or how well the student learns?
What weight should various factors carry when determining a student's Least Restrictive Environment?
How much support should schools be required to provide before determining that a student needs a more restrictive educational placement?
Can a placement truly be considered appropriate if the school lacks the resources necessary to implement it effectively?
When disruptive or dangerous behavior is linked to a student's disability, should schools prioritize protecting that student's educational rights even when it creates an unsafe learning environment for others?
Should repeated misconduct by a student with a disability eventually result in a more restrictive educational placement?
Should students with disabilities ever be disciplined differently than students without disabilities for the same misconduct?
Should IEP teams write goals ambitious enough to close achievement gaps with grade-level peers, or focus on goals that are realistically attainable for each individual student?
Should educators be held professionally accountable when students consistently fail to make meaningful progress toward their IEP goals, or should accountability be based on the quality and fidelity of the services provided rather than student outcomes?
Should all students with disabilities be expected to work toward grade-level academic standards regardless of the severity of their disability, or should schools prioritize instruction based on each student's individualized instructional level, even when it differs significantly from grade-level expectations?
When a student's disability prevents consistent grade-level performance, should schools be judged primarily by the student's progress toward individualized learning goals or by the student's achievement on grade-level standards and state assessments?
Should students with significant accommodations or a modified curriculum be graded using the same grading system as their peers, or should grading better reflect individual learning, growth, and achievement?

Amazon Link to Buy

Vol. 3: The Educator's Guide to the Great Educational Debates (Leadership)

Should principals have greater autonomy to make school-level decisions, or should district leaders maintain centralized control to ensure consistency and equity?
Should school leaders strive to build consensus before making major decisions, or should they act decisively even when significant staff disagreement exists?
Should teacher effectiveness be the primary factor in hiring, evaluation, retention, and dismissal decisions, or should schools place equal value on collaboration, relationships, and contributions to school culture?
Should ineffective teachers receive extended coaching and opportunities for improvement, or should schools move more quickly to replace them in the best interest of students?
Should standardized test performance be the primary measure of school effectiveness, or should schools be evaluated using a broader range of indicators of student success?
Should principals be held accountable for overall school performance even when many factors influencing student achievement are beyond their direct control?
Should school discipline prioritize restorative practices that focus on repairing harm, or should schools rely primarily on traditional consequences to maintain order and accountability?
Should school leaders prioritize maintaining a safe and orderly learning environment even if it results in higher suspension and expulsion rates, or should reducing exclusionary discipline remain the greater priority?
Should parents have greater influence over curriculum, instructional materials, and school policies, or should these decisions remain primarily the responsibility of educational professionals?
Should school leaders remain publicly neutral on politically and socially controversial issues, or should they take visible positions when they believe it serves the best interests of students and the school community?
Should school leaders rapidly adopt emerging technologies such as artificial intelligence to transform teaching, learning, and operations, or should implementation proceed cautiously until stronger evidence and safeguards are established?