I think this might be one of the least discussed, possibly most important, aspects of teacher preparation: learning to pace yourself on the job.

Student teachers study curriculum, classroom management, and other basics but how much time is dedicated to helping future teachers manage time and manage themselves? We know burnout in the profession is high; working on your feet all day, keeping up with students, planning for lessons, handling the pressures of paperwork, parents, school...

Mentoring is a relationship in which a more experienced person facilitates the broad development of a less-experienced person on a regular basis and over an extended period-of-time, as said by B.A. Lankford.

In its simplest form, a veteran teacher volunteers or is assigned to guide a novice teacher for a certain amount of time to help smooth the transition. How new teachers are mentored will likely determine how successful they become and how long they stay in the profession.

“Our global society faces dangers of inequity inside and outside our schools. If we are to realize the peaceful and prosperous vision of the future we desire, a focus on equity through and within our educational systems must be one of our main driving forces.” — Michael Soskil    

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During their preparation years, teachers likely learn to ensure that assessment appropriately aligns with learning objectives. However, the words real-world and authentic are often also associated with assessment. While it sounds nice, just how do we make an assessment “authentic.”

First, let’s discuss what’s meant by authentic. One definition might be: assessments that measure not only the learning objective but also how those skills and knowledge might be applied in real-world...