Category: Teaching - PEBC

PEBC BLOG

Teaching

Overview of the PEBC Teaching Framework

By Wendy Ward Hoffer / September 27, 2023

PEBC’s Teaching Framework represents over three decades of research and practice in classrooms across the country in pursuit of teaching each and every student for agency and understanding. Reflective, humble, and striving teachers have led the way in pioneering the instructional approaches described here. It’s not magic, and it’s not […]

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Teacher Leadership

Continuity from the Classroom to the Staffroom

By PEBC / July 24, 2023

  Education Director, Scott Murphy Leading with Intention How often have you been involved in leadership training where you went through PowerPoint slide after slide listening to the hum of one person’s voice explaining the virtues of collaborative learning? When have we, ourselves, been guilty of providing professional development on […]

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Why get licensed to teach ECE?

By Teacher Preparation Team / February 23, 2023

Early Childhood Education (ECE) is a child’s first exposure to the classroom and a critical foundation to develop a love of learning. Children who enter kindergarten behind are likely to remain behind as they continue their schooling. All that to say – ECE is an essential building block for our […]

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How Businesses Can Help Stop the Teacher Shortage

By PEBC / February 20, 2023

The teacher shortage in Colorado has reached crisis levels – but there is hope, especially with the support of Colorado’s outstanding business community. The teacher shortage affects the entire Colorado economy, even for those who work outside of education or don’t have children in school. Fewer teachers means fewer opportunities […]

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Denver Capitol

PEBC’s Legislative Priorities in 2023

By Policy Team / January 9, 2023

Colorado’s state legislature is back in session! Our legislature is in session from January 9 to May 8 this year – and there is a lot of work to do in the next 120 days. Local, state, and national leaders trust PEBC to inform the development of sound education policy […]

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Colorado Early Childhood Education (ECE) Workforce Coalition Releases Recommendations to Improve Recruitment, Support and Retention of Colorado’s ECE educators

By PEBC / December 15, 2022

Improving pay and professionalizing careers in early childhood education – including providing clear paths for career growth and professional development – are key to hiring and retaining ECE teachers, according to recommendations released today from the Colorado Early Childhood Education Workforce Coalition. Earlier this year, the Colorado Legislature passed a […]

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PEBC Receives First in Nation Pay for Success Financing that Supports Training More High-Quality Colorado Teachers

By PEBC / September 26, 2022

Public Education & Business Coalition (PEBC), a Denver-based national education nonprofit, announced today that it has received commitments for more than $1.4 million in investments for a first-of-its-kind Pay for Success financing to scale its Teacher Residency program. The PEBC Teacher Residency trains high-quality, new teachers at a time when […]

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PEBC Teacher Residency Recruiting Coloradans to Get Licensed as Teachers in 23-24 School Year

By PEBC / September 13, 2022

Program Participants Earn Up to $42,000 During One-Year Training Program Applications are now open for Public Education and Business Coalition’s (PEBC) Teacher Residency for the 23-24 school year. The Teacher Residency is a one-year program in which participants train to become teachers and earn a Colorado teacher license without requiring […]

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Assessment: Rubrics and Trackers

By Wendy Ward Hoffer / July 25, 2022

Written trackers can be useful in communicating success criteria to students as well as to invite learners to be agents in their own progress monitoring; they might be used for specific tasks or for unit- or yearlong targets. The table below is an example of a self-assessment, self-report tool. Elementary […]

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Assessment: Additive Rubrics

By Wendy Ward Hoffer / July 19, 2022

An additive rubric is a tool for task design that scaffolds students’ success. Beginning in the first column, we can describe what we expect all students to do to get started, then build with more detail, rigor and complexity towards the right hand side of the page. In this way, […]

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Learning through Discourse

By Wendy Ward Hoffer / July 19, 2022

I met a special education teacher who shared a story about a boy with autism who had not spoken a word all year. Then one day she gave the group a uniquely challenging math problem. This boy figured it out before all his peers; everyone saw his solution and believed […]

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Teacher Working with Student

Thinking Strategies: Readers’ Workshop

By Wendy Ward Hoffer / July 19, 2022

Into the Classroom: Mrs. Blake’s Fifth Grade Readers’ Workshop Mrs. Blake’s students have been fifth graders for seven days. This time of year is all about growing independence and learning the rituals and routines of readers’ workshop. But Mrs. Blake’s fifth graders are also knee-deep into an inquiry of how […]

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Students working together

Math Workshop

By Wendy Ward Hoffer / July 19, 2022

“When I switched to workshop model instruction, my students’ math achievement leapt up by 50 percent in a matter of months. I am not kidding. The principal was in my room asking, ‘What is it you are doing in here?’ And I told her, ‘I read this book, and now […]

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Community in the Classroom

By Wendy Ward Hoffer / July 19, 2022

Trust, shared purpose, interdependence, mutual support, and safety in taking risks are some of the features of an effective community. Your own community might be your neighborhood, your faith group, your colleagues, or your extended family. For students, their learning community, the space in which and the people with whom […]

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What: Plan for Agency and Understanding 

By Wendy Ward Hoffer / July 19, 2022

Believe in the children, fight foolishness, and learn who our children are and the legacies they bring, education expert Lisa Delpit (2013) implores us in “Multiplication Is for White People.” The foolishness she is referring to is wasting teachers’ time keeping track of non-instructional tasks in regimented, teacher-proof curricula. As […]

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