Differentiated Models of Professional Learning for Educators

Authors

  • Marijke Leibel North Dakota Teacher Support System
  • Erin Jacobson North Dakota Teacher Support System
  • Alyson Mike Iridium Learning
  • Sharon Grady Iridium Learning

DOI:

https://doi.org/10.33423/jhetp.v21i9.4587

Keywords:

higher education, mentoring beginning teachers, differentiated models of professional development, supporting first year teachers, changing learning structures in response to COVID 19

Abstract

The word pivot has become the mantra for many educators during the year 2020. With the dramatic shift in instructional practices during the COVID19 pandemic, leadership and professional learning have necessitated a consequential pivot to offer support to new and experienced teachers. The North Dakota Teacher Support System and Iridium Learning have collaborated to deliver professional learning to new and experienced educators to address many of the needs and challenges currently facing education in rural and urban areas alike. Navigating similar obstacles, such as isolation and technology-induced stress, has become second nature to the state mentoring program in North Dakota.

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Published

2021-09-24

How to Cite

Leibel, M., Jacobson, E., Mike, A., & Grady, S. (2021). Differentiated Models of Professional Learning for Educators. Journal of Higher Education Theory and Practice, 21(9). https://doi.org/10.33423/jhetp.v21i9.4587

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Articles