A large part of the success of this nation depends on our success as teachers. Failure is not an option.
The Teachers Professional Network provides opportunities for teachers to engage in meaningful dialogue that supports purposeful and productive teaching including the ability to:
1. enable all students to reach their highest academic and developmental potential through the practice
of an evidence-based interpretive teaching process.
2. construct a deep understanding of how to facilitate learning based on sound theory, knowledge of
human growth and development, pedagogy, subject matter, and knowledge of the particular students
they are teaching.
3. Develop and implement classroom practices, procedures, and routines that support student learning
and that develop positive relationships among students.
4. Articulate a purpose for teaching that includes the intended impact on students' lives in the present and in the future.
What we believe
High-Quality Teaching is Achieved Through an Evidence-Based Interpretive Process
We believe that the highest quality teaching is achieved through an evidence-based interpretive
process. An interpretive teaching process is grounded in knowledge about students that is interpreted and translated into decisions about the design of meaningful and productive learning experiences. Students' responses to the learning experiences are essential evidence for making adjustments to instruction.
High-Quality Teaching is Grounded in Deep Knowledge of the Learning Process
We believe that the highest quality teaching is grounded in deep knowledge of the learning process, human growth and development, and knowledge of the particular students being taught. Knowledge of the learning process is based on a sound theoretical perspective that brings coherence, continuity, and consistency to pedagogical practices. Understanding human growth and development supports developmentally appropriate practices and learning experiences. Knowledge of the particular students enables making connections with prior knowledge, interests, and values. Knowledge of subject matter and pedagogy when combined with knowledge of learning, human growth and development, and knowledge about particular students enables teachers to design meaningful and productive learning experiences for students.
High-Quality Teaching Employs Consistent Practices, Procedures and Routines
We believe that the highest quality teaching employs consistent practices, procedures, and routines that support student learning and develop positive relationships among students. Consistent practices, procedures, and routines can increase the time available for student learning and can decrease confusion and opportunities for conflict among students.
High-Quality Teaching is Grounded in a Clear Purpose, Passion and Commitment
We believe that the highest quality teaching is grounded in a well articulated purpose to which the teacher is passionately committed. The purpose for teaching explains the importance of the academic knowledge and skills students are learning, the contribution to students' lives in the present and the future, and the benefit to the community in which students live.
Dialogue among participants
The central purpose for dialogue among participants in the network is to improve teaching practices in order to improve learning and other developmental outcomes for students.
Dialogue is characterized by: