Thought Leadership | Discovery Education

Teacher Retention: How to Keep Educators in the Classroom

Dr. Becky Cahill — Thu, 08 Jan 2026 19:46:27 +0000

Key takeaways

Teacher retention strengthens student achievement, school culture, and community trust while reducing costly turnover.
Attrition is driven by workload, behavior challenges, low pay, and lack of appreciation.
Leaders improve retention through teacher voice, relevant learning, recognition, clear expectations, and strong support.

Teacher retention is one of the most important factors for maintaining an effective learning environment. Keeping teachers engaged in the profession has a positive impact on students, staff, and the broader community. School leaders are often given clear guidelines for recruiting and hiring teachers, but they are left to their own devices when it comes to teacher retention. Although some reasons an educator might choose to leave are beyond the control of local leaders, such as salary or benefits, the factors with the most immediate impact occur within each school building.

A school or district that can maintain its teacher population will make more gains across the board. Students who are taught by teachers who have intentionally remained in the educational field are better equipped to grow. A school culture built upon a shared understanding and continuity of belief will make steady progress. A community that trusts the school leaders and teachers who have demonstrated their commitment with fidelity will have strong bonds. To put it simply, a lack of teacher retention leads to academic loss, an inconsistent culture, and weaker community connections. School leaders should consider teacher retention a key element of organizational success, as it is more feasible to build on momentum than to create new momentum each year.

What is teacher retention?

Teacher retention is the number of educators who choose to remain in the occupation from one school year to the next. As with any profession, turnover among employees is expected for a variety of reasons. These could include retirement, moving, or shifts within a family dynamic. When a limited number of teachers leave for predictable reasons each year, this should not be a cause for concern. All schools can create support plans and procedures to help new educators get up to speed on the school culture and learning expectations during their first years in the field.

Teacher attrition, on the other hand, is used to describe a teacher’s decision to leave the educational field altogether. Reasons given for attrition before retirement age are often linked to insufficient pay, increasing demands outside working hours, an unhealthy work-life balance, or overwhelming job expectations. Teacher retention can be a direct reflection of an individual school or a district. When educators choose to leave because of factors under internal control, leaders should pause to consider what adjustments they could make. It is important to note that insufficient salary is one of the most frequent reasons given for leaving education, but this is often not an area that local leaders can change.

From a leadership perspective, teacher retention should focus on the methods that can be implemented at the individual school or district level to keep educators in the field. An effective school will have a clear, widely shared mission and vision to guide decision-making. When teachers support these goals and remain at school, this allows for continuity of beliefs and practices. If a large number of staff members join a school each year, valuable time and other resources are wasted on acclimating these new colleagues. It is in the best interest of leaders and students to support and retain successful teachers.

Average Teacher Retention Rates

The statistics for teacher retention rates have changed drastically over the last five decades. In the 1970s, a bachelor’s degree in education represented 20% of all undergraduate diplomas. There were high numbers of teachers entering education, and those teachers planned to remain in the field until retirement. In 2020, the same degrees accounted for only 4% of the graduating classes in the United States. At the same time, 35% of new teachers leave the profession within the first five years of employment. There is a teacher shortage due to declining numbers of new educators, paired with increasing numbers of teachers leaving for other opportunities.

Less than 20% of teachers who leave education each year are retiring; they cite reasons including:

Increasing instances of negative student behavior
Salaries that do not reflect the amount of work required
Additional responsibilities outside of instruction
Loss of appreciation for the field of teaching

The diminishing number of teachers is apparent across the country. In June of 2025, 48 states reported filling teaching vacancies with applicants who were not fully qualified. When examining the positions that remain either unfilled or filled by a candidate without full credentials in the 2025-2026 school year, the number exceeds 400,000. The time to address teacher retention rates is now. Currently, approximately 8% of educators leave annually, including both novice and experienced teachers. This number has been relatively stable over the past decade, but it does not account for the cohort of teachers who entered the field in the 1990s and 2000s who will soon retire. If changes are not made, leaders will be forced to support a majority of new teachers each school year, and the number of teacher vacancies will grow.

What are the benefits of teacher retention?

The benefits of retaining good teachers can be divided into three main areas: organization, environment, and community.

Organization

Organizationally, time and money are limited resources in education. When teachers remain in the profession, it is not necessary to use financial resources in the same way each year. So the time and money can go further to help teachers enhance their skills in a variety of areas. There is a cost associated with recruiting and training new employees, regardless of the occupation. In teaching, it costs money to find substitutes to fill vacant positions, to provide materials for new classroom teachers, and to compensate trainers focused on curriculum and educational platforms for the benefit of only new teachers. This is an especially steep price to pay if these supports come at the expense of existing teachers’ needs.

Environment

A major benefit of teacher retention is stability and continuity. A school should have a clear plan for continuous improvement. Although there will be adjustments along the way, the overarching goals and practices should be reflected in staff members’ practices and methodologies. The environment impacts every minute of the school day. It is experienced through relationships, academic expectations, celebrations, and behavior. It is not feasible to build a healthy environment when the majority of staff members change every year.

Community

In the community, teacher retention speaks to a commitment to students and families. Through ongoing connection with community stakeholders, teachers build trust and lasting relationships. When these teachers remain in the school, the community is strengthened through word of mouth outside the school. The families become the biggest cheerleaders for the teachers because they have personal experience. A school’s reputation is built through interactions with students and families. Teacher retention is a foundational piece of building a school that is embraced by the community.

5 Strategies to Increase Teacher Retention

School leaders should consider ongoing teacher retention strategies at their own school. These practices must be intentional and embraced as overarching practices within the school.

Amplify Teacher Voices

Educators are professionals who have the background knowledge and training to be successful in their profession. The most direct way school leaders can demonstrate their trust in teachers and their abilities is to seek teachers’ opinions, ideas, and feedback. Teachers understand the day-to-day needs of a classroom, and that knowledge should guide organizational decision-making. Teachers should be part of a transparent process to impact student learning and success.

Provide Job-Embedded Professional Learning

Teacher PL should not be viewed as a one-time dissemination of information, but rather a variety of methods used to support teachers as they grow in their practices. This will look different at each school, but it might include professional learning communities (PLCs), microlearning, grade- or department-level common planning, or any other technique to bring teachers together with protected time, shared goals, and resources for improvement. It is important that the development be relevant to teachers’ needs and applicable in their daily practices. Professional learning should be job-embedded, meaning it occurs within working hours for purposeful improvement.

Recognize Teachers Authentically

Teachers are by far the most important resource in a school, and they must feel seen and appreciated. This goes beyond using small gifts or cliched praise as teacher retention strategies. The best practices of recognition are ongoing and authentic. There are opportunities every day to recognize teachers for their hard work, innovation, and dedication to students. Leaders should incorporate systems for formal and informal recognition into their year-long plans.

Set Clear Expectations

Effective school leaders need to identify teachers’ expectations and ensure clarity. Teacher responsibilities must align with student success. There will inevitably be additional tasks that teachers need to take on to support students, such as class meetings, data collection, and conferences. However, a teacher’s job to educate cannot be fulfilled if they are trying to hit a moving target. Teachers need to know what is expected of them and have the resources and time to realistically meet those expectations.

Demonstrate Strong Leader Support

One of the largest issues teachers report is the increase in negative student behavior. As leaders, it is imperative to support teachers without adding to their workload. School leaders, whether administrators, coaches, or interventionists, need to be in classrooms with teachers to help navigate difficult circumstances. When situations escalate outside the classroom, whether that be student consequences or parent meetings, teachers need the confidence that they are supported by their leaders.

The post Teacher Retention: How to Keep Educators in the Classroom appeared first on Discovery Education.

5 Ways Principals Can Make Teacher Meetings More Productive and Purposeful

Kristina McGrath — Wed, 07 Jan 2026 20:11:20 +0000

Key takeaways

When all teacher meetings support the same instructional goal, rather than competing priorities, the purpose is clear, and time feels well spent.
Trust in leadership, not buy-in to initiatives, is more effective at keeping teachers committed to the work that happens between teacher meetings.
When school leaders participate alongside teachers and make space for teacher leadership, teacher meetings become spaces where problems are solved together.

When Everyone Is Swimming in a Different Direction

Picture a school of fish swimming in the same direction. The image often represents teamwork and common purpose. In schools, however, getting everyone to move forward together is more complex. Teachers have different roles, face different pressures, and prioritize different efforts. Everyone works hard, but not always together. The result is not a school swimming smoothly together, but a collection of individual fish navigating their own currents.

It’s not always obvious when a school isn’t working together. Meetings have full agendas, slides are shared, and notes are taken. Everyone is busy. But efforts are scattered, not because teachers aren’t committed, but because their work isn’t anchored to a common goal. Left unaddressed, this lack of alignment could damage, or even undo, much of the good work.

One way for school leaders to address this problem is to rethink the purpose of teacher meetings. Meetings should be a tool, an educational resource, not simply a procedure. No matter who attends or when they happen, every meeting should support the same instructional goal. It is up to the school leader to create coherence across the school. With coherence, focus improves and progress compounds.

The good news is that with five intentional moves, school-wide coherence and steady progress are entirely possible.

1. Anchor Every Meeting to One Shared Instructional Goal

Schools rarely lack effort. More often than not, they are struggling to keep up with too many priorities at once. At any given time, there should be one clear instructional priority for the whole school. Principals can set the priority after reviewing student data, seeking staff input, or aligning with district goals. They might decide that the priority should be improving literacy, embedding social-emotional learning, or strengthening STEM education; regardless, it should be narrowed to a single instructional goal. Once the priority is set, every meeting and decision should support it, including every school principal meeting with teachers focused on instructional practice.

One of the fastest ways teacher meetings lose credibility is when they feel disconnected from each other or from teachers’ daily work with students. When a single school-wide priority is set, teachers can see how meeting time connects the bigger picture to their daily work with students.

There is no shortage of scheduled meetings in a school building: faculty meetings, leadership team meetings, department meetings, grade-level team meetings, data team meetings, interventionist team meetings, crisis team meetings, and professional learning meetings. But when they all support the same goal, accountability feels shared. It stops feeling like “my thing” or “your thing” and becomes our work. Co-teachers and teachers outside core content areas no longer wonder how the work connects to them. They can see their place in it. Every adult in the building, regardless of role, understands how their daily work supports the school-wide goal. And when this happens, meetings feel like a meaningful way to advance the shared priority.

2. Be Intentional about Who Is at the Table

Once the schoolwide priority is clear, school leaders should decide who needs to be at the table to move the work forward. Sometimes this means bringing the entire faculty together to build collective understanding. More often, though, it means bringing small teams together to work toward the shared goal in specialized ways. Relevance is key. When teachers know why they are in the meeting, whether it is a team meeting or a principal meeting with teachers, the conversation changes.

Productive teacher meetings are planned around the people whose insight, expertise, and viewpoints are needed. Once school leaders know who should attend, they should build schedules that support this vision. For example, schedules can be built so departments can review data together, grade-level teams can make intervention decisions together, and co-teachers can plan together.

Being intentional about who is at the table also means respecting the clock. A school leader should start and end meetings as planned and meet in person only when necessary. Items like announcements, data reports, and policy updates should be shared in advance, outside of meetings, so meeting time is reserved for work that is best done in person. Over time, these habits show teachers that their time and expertise are respected.

3. Show Up and Do the Work Alongside Teachers

Nothing signals to teachers whether a meeting is important faster than the principal’s body language. Is the principal giving top-down directives and then stepping away from the work? Is the principal taking part in the conversation, asking real questions, and working through issues with the team? Or is the principal responding to emails on a laptop in the back of the room? When principals are fully engaged, it shows that the work matters.

To support productive meetings, school leaders should rethink how they participate. They should not be passive observers in the back of the room, nor do they always need to take the lead. Instead, they should sit among the team, ask questions, and help solve problems. They should be open about what is uncertain, acknowledge challenges, and admit when something needs to change. Meetings should be where leaders and teachers roll up their sleeves and work through real problems and solutions together.

4. Replace Buy-In With Trust

In schools, there is a lot of emphasis on buy-in. Leaders say they need it, and they sometimes hold meetings just to get it. But buy-in is about persuasion, and that isn’t enough. It suggests that staff will eventually get on board if leaders explain things clearly enough. Trust, on the other hand, is a stronger foundation. It isn’t built in a single meeting or through a single slide deck. Trust grows slowly through consistency and transparency, both during and between meetings.

If a topic comes up in a meeting and comes up again in other meetings, hallway conversations, or walkthroughs, teachers notice. For example, a principal meeting with teachers that revisits the same topic over time signals that the work is important. Meetings feel more meaningful when teachers see that what they talk about during meetings matters between meetings, too.

Trust also comes from being open. School leaders should name the real challenges, such as not having enough time, being stretched too thin, or facing decisions beyond the school’s control. Teachers sense these issues anyway, and ignoring the elephant in the room to try to secure buy-in diminishes trust. Teachers don’t have to agree with every decision, but they do want to know why decisions are made. That kind of trust is what makes teachers invested in the work after the meeting is over.

5. Build Shared Leadership Capacity

Effective meetings cannot depend solely on the principal. Every school has teachers who ask the questions others are thinking, help colleagues get unstuck, or make complicated ideas easier to understand. Strong leaders notice these leadership strengths and make space for them in meetings.

There are many ways to build shared leadership. A school might rotate the role of meeting facilitator. Teachers might help shape the meeting agenda by adding topics that matter to them. A principal might ask a teacher who leads discussions well to run part of a meeting. Or a school leader might ask someone who explains ideas clearly to summarize at the end of a meeting. When leadership is shared, responsibility for the work feels shared, too.

Shared responsibility also means that leaders ask for and respond to feedback. Feedback can be collected through a short survey or a quick debrief after a meeting. What matters most is that leaders share with the team what they heard and explain the next steps. When teachers see that their suggestions are taken seriously, they are more likely to take on leadership roles and share in the responsibility for the work.

The best meetings are not about charisma or control. Productive, purposeful meetings are built on clear goals, trust, and joint responsibility. When these tenets are in place, meetings feel necessary and help the whole school move forward.

The post 5 Ways Principals Can Make Teacher Meetings More Productive and Purposeful appeared first on Discovery Education.

Classroom Management: What It Is, Why It Matters & How to Do It

Heather Hinde — Tue, 06 Jan 2026 19:06:35 +0000

Key takeaways

Classroom management provides the foundation for learning.
Effective classroom management extends beyond the classroom.
Successful classroom management is intentional, flexible, and collaborative.

What is classroom management?

Imagine the feeling of driving through a city with no stop signs, traffic lights, or speed limits. It’s a sea of cars and people guessing what to do next as they try to navigate to their destinations. That’s what learning can feel like in a classroom without routines and clear expectations. Classroom management is simply the “rules of the road” that keep everyone safe, focused, and moving forward inside a classroom.

As drivers, we all know that we do our best to follow the rules and established norms to keep ourselves and everyone else safe while trying to get where we are going. The neat thing about these “rules of the road” is that they are so well-known that even someone visiting from another location, or even another country, can still adapt and navigate safely. This is because the systems are familiar, clearly communicated, and even adaptable. This looks like clear signage for speed limits and warnings that alert and remind drivers to road hazards such as construction or accidents ahead, sharp curves, flooded roads, or falling rocks. There are even special signs or rules for different types of vehicles, based on their size or varying needs. Classroom management works in the same way. For this reason, I often compare classroom management to driving: without clear expectations, established norms, and routines, chaos ensues.

Why is classroom management important?

When classroom management is effectively in place, teachers can focus on instruction, and students can engage more fully in learning, resulting in everyone moving toward success with clarity and purpose.

Robert Marzano, a well-known and highly regarded educational researcher, writes about the critical role of classroom management in his book titled Classroom Management That Works. He emphasizes that classroom management is a highly essential component of effective teaching and learning. Not only does it provide the foundation for learning, but it also creates a safe learning environment by reducing confusion and establishing expectations and routines. Routines help clarify expectations for students, teachers, families, and even classroom guests.

Ineffective classroom management can not only affect what happens inside a single classroom but also can influence the school climate and the teacher’s reputation among colleagues, administrators, parents, and students. In my experience, when a teacher does not establish clear routines and expectations, the effects extend well beyond the classroom walls. This lack of structure becomes evident in hallways, shared spaces, and other school settings. Over time, this can create various challenges for teachers and administrators, often leading to increased behavioral concerns in and out of the classroom and more discipline problems and parent complaints.

Research further supports the connection between ineffective classroom management and teacher burnout, with many educators leaving the profession earlier. This is especially true when they feel unable to manage their classrooms. We all know teacher retention is key, and starting with classroom management practices can help reduce teacher turnover.

Colleagues and school visitors can also notice the challenges other teachers face with classroom management. This can influence staff morale and the ability to keep and retain substitutes. So classroom management is multi-layered and highly important not only for the learning happening in the classroom but also for the overall feeling of a school.

How do you effectively manage a classroom?

Like managing and directing traffic in a city, effectively managing a classroom is a multi-layered process. As you put together your classroom management plan, focus first on students, systems, and supports. If you center your plan around these three items, it will help ensure a successful implementation.

Students

When establishing a classroom management plan, it is crucial to start with your students. This simply means knowing the basics about the children in your classroom. Consider their ages, interests, abilities, accommodations, and learning styles. Do everything you can to learn about them and, from that, begin to create a classroom management plan that fits the group you serve. As the year goes on, you will learn more about students’ needs, and you may want to make individual or overall adjustments.

Reflection and adjustment are essential to good teaching and classroom management. This is why I recommend that, when communicating with families, you let them know you may need to make changes throughout the process to accommodate any needs or situations that come up. Connecting with students through their interests and engaging them can be a great way to foster curiosity and enhance your instruction. One all-in-one platform that supports this is Discovery Education’s K–12 online education program.

Systems

When it comes to systems, start with your school’s behavior system. Review your school’s behavior plan to ensure you are clear about what is currently in place and any discrepancies, so you do not contradict the procedures. Doing this will help you align your classroom approach, thereby increasing clarity and consistency for students and their families. Administrators can be key partners in supporting teachers with behavior when expectations are clearly communicated. For these reasons, administrators need to ensure that all teachers have strong classroom management systems in place and that expectations are clearly communicated to students, families, and school leadership. While it is considered best practice for teachers to co-create routines and procedures with students, those systems must still be clearly defined and shared with families.

Next, think about the systems you will have in place within your classroom. Where will students turn in papers? How will you take attendance? Where will they line up? Where do they put their coats? How will students answer questions? Who will help hold the door? Who will take care of the plants? When will they share, and how will they know? Make a list of all of these, which means starting with a plan that incorporates routines and procedures. Yes, you can think about rules and visual charts to track behaviors at the start of the year, but routines and procedures are what keep the day moving. Having clear systems in place in your classroom is an essential step in effective classroom management and is a great way to maximize your instructional time.

Supports

The term “supports” means that your colleagues, instructional coaches, administrators, and even families can support you in maximizing the effectiveness of your classroom management plan. You can learn from your colleagues and what they have in place in their classrooms. Maybe other educators in your building had some of the students that you will have this year. Maybe other teachers have a great system that aligns nicely with the school’s system, or maybe you could even align with the other teachers in your grade level to help you get started. Once you have established a plan, if it isn’t working as well as you had hoped, you can get feedback from your instructional coach, colleague, or even your administrator. These key people can support you, offer you in-time feedback, and help troubleshoot in order to create a system that works well for both you and your students.

Families are also a valuable resource and should be considered when developing your classroom management plan. They need to understand the expectations in your classroom so they know their role. This could include signing agendas, how to communicate concerns to you, or what will happen if their child is struggling with behavior. How will you handle that, and how will you communicate it? Talking with families on a positive note about their children, or reaching out to them at the beginning of the year to see if they have any questions about the systems in place, is a great way to start.

Final Reflections on Classroom Management

All in all, getting around safely, creating a focused and safe environment for learning, and fostering a positive school climate all connect back to one thing: classroom management matters. How a teacher manages a classroom has a significant impact, but it is possible with preparation, reflection, and thoughtful attention to the many moving parts within the classroom and school.

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Technology in the Classroom: How to Integrate It Effectively

Stacey Martin — Tue, 23 Dec 2025 18:38:08 +0000

Key takeaways

Using technology in the classroom works best when it supports clear learning goals and strong teaching.
While we understand the benefits of technology in the classroom, we must also address challenges like distraction, access, and sustainability.
Schools see the biggest gain when technology use is focused and backed by clear routines and thoughtful leadership.

Technology in the classroom is embedded in how students read, write, research, and communicate their thoughts. Devices are no longer just occasional tools. They are part of daily instruction across various grades and subjects. However, access alone does not improve learning. The real impact comes from how teachers design lessons, set expectations, and choose tools that support teaching instead of competing with it.

Technology in the Classroom Today

Technology in the classroom has also moved beyond basic productivity. Virtual tools give students access to experiences and perspectives that may not be available locally. Creative platforms let students design explanations and share their work with real audiences. When these tools are chosen intentionally, technology can make learning feel more relevant to the world beyond school.

At the same time, challenges exist. Research shows that digital distraction during lessons can hinder learning, especially when expectations are unclear. This communicates the need for routines and structure alongside device use. Effective technology integration in the classroom requires paying attention to student focus and classroom culture, not just providing tools.

Pros of Technology in the Classroom

A realistic view of technology in the classroom considers both its advantages and drawbacks. Open discussions about what technology can and cannot accomplish help build trust among educators and families. When schools approach technology with clarity rather than hype, it becomes easier to focus on its instructional value instead of its novelty.

Access

Access is one of the most significant benefits of technology in the classroom. Digital tools can break down barriers that have historically limited student participation by offering supports that help students engage with grade-level material. Features such as audio support, adjustable text, and language tools allow more students to engage in the content. This does not lower expectations. Instead, it gives students multiple ways to access the material while holding them to the same learning goals. For teachers, this flexibility makes it easier to support a wide range of learners within the same classroom.

Boosted Engagement

Technology in the classroom can also boost engagement when the learning feels relevant and purposeful. Digital resources make it easier to connect instruction to current events, real-world situations, and future careers. Students are often more motivated when they see the importance of what they are learning and are more likely to invest effort and persist through challenges.

Feedback

Another clear advantage is feedback. Technology allows teachers to observe student thinking while learning is still in progress. This immediacy changes instruction. Teachers can adjust lessons, clarify misunderstandings, and provide targeted support without waiting for the end of a unit. Students benefit from this timely response. When feedback happens immediately, students are more likely to revise their work and reflect on their learning. Over time, students develop stronger habits around reflection and improvement.

Collaboration

Collaboration is another area where the benefit of technology in the classroom adds value. Students practice working together in shared digital spaces, reflecting on how collaboration occurs outside of school. Teachers can also communicate more effectively with families by using consistent digital systems to share learning evidence.

Cons of Technology in the Classroom

Digital Distraction

Devices can easily distract students, including those who are motivated to succeed. Notifications and open tabs can interrupt focus and fragment attention. Without clear expectations and consistent routines, instructional time can quickly erode.

Privacy and Safety

Privacy and safety add another layer of complexity. Schools must be deliberate about how they protect student data and the digital tools they select. Policies alone are not enough. Students benefit from consistent instruction in responsible technology use, supported by clear expectations and supervision.

Implementation Fatigue

Implementation fatigue is another challenge that often goes unrecognized. When schools adopt too many tools at once, teachers and students can feel overwhelmed. Confusion can replace clarity. Over time, this can lead to frustration and resistance. Schools that focus on fewer tools and support them well tend to see more sustainable results.

How to Integrate Technology into Your Classroom

Successful technology integration in the classroom starts with clarity. Before choosing a tool, educators should identify what students are expected to learn or demonstrate. Technology should be used when it adds value to instruction by improving understanding, access, or feedback. If it does not serve a clear purpose, it is likely unnecessary.

Consistency is also key. Students benefit from predictable routines that help them use technology efficiently and responsibly. Clear procedures protect instructional time and reduce frustration when technical issues arise.

Because technology can be unreliable, planning for disruptions is essential. Connectivity problems and login challenges are common. Having an alternative activity that still meets the learning goal helps keep instruction on track without unnecessary stress.

Teaching digital citizenship should be intentional and reinforced over time. Students need guidance on how to communicate appropriately, evaluate information, protect their privacy, and manage distractions. These skills are vital to classroom culture and require ongoing attention.

Technology should also make learning visible. Being active on a device does not mean students understand the material. Teachers should encourage students to explain their thinking and reflect on their choices. This practice ensures that technology supports learning rather than hides gaps in understanding.

From a leadership perspective, integrating technology in the classroom is a process of change. Teachers need practical support, clear expectations, and time to build confidence. When adoption is simple and consistent, teachers can focus on instruction rather than troubleshooting. Many educators rely on a trusted K-12 online learning platform to save planning time and access high-quality content.

Closing Thought

Technology in the classroom is here to stay. Its effectiveness depends on how it is used. When teachers focus on learning goals, streamline tools, teach responsible use, and establish strong routines, the benefits of technology in the classroom become clearer. Integrating technology is not just about keeping up with the trends. It is about creating learning environments where students engage meaningfully and grow through effective teaching backed by thoughtful technology choices.

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Teacher Burnout: What It Is, Key Statistics, Symptoms, and Prevention Strategies

Dr. Becky Cahill — Tue, 23 Dec 2025 18:24:51 +0000

Key takeaways

Teacher burnout is widespread and more severe than in other professions.
Burnout harms not just teachers, but students and schools as a whole.
Preventing burnout requires systemic, ongoing leadership and culture changes.

All occupations have the potential to cause burnout or feelings of exhaustion. However, educators are reporting stress and anxiety at higher rates than ever before. To protect the academic future of our children, it is important to identify and address the causes of teacher burnout. Steps can be taken to enhance educational leadership, foster a positive school culture, and promote teacher agency. Leaders and teachers can work together to build systems and procedures with an awareness of the increasing demands placed on educators. These intentional choices should be proactive and ongoing, as there is no one-time solution for this problem. The school environment should foster relationships among all stakeholders to support educators and promote a collaborative approach. Teachers should be treated as professionals with ownership in school decision-making.

What Is Teacher Burnout?

Teacher burnout is a term used to describe feelings of physical, mental, and emotional exhaustion caused by chronic stress. Although stress is a normal human reaction, prolonged exposure to stressors places a burden on the body. When stress becomes chronic, it can contribute to negative physical and mental outcomes. Professional burnout is possible within any occupational setting where demands are increasing, and the associated stress negatively impacts overall well-being.

Reports of increased stress and teacher burnout have been areas of concern for decades, but in recent years, the incidences of teacher burnout and the negative impacts on education have skyrocketed. Historically, teacher burnout was felt during the workday, while trying to juggling student needs with other required duties. However, teachers now report physical symptoms and illnesses, constant feelings of apathy or sadness, and a desire to leave the profession that extends well beyond the school day. This trend is seen in research studies worldwide.

Along with the impact of teacher burnout on an individual, there are repercussions for students and colleagues. Teachers dealing with chronic stress leading to burnout are not able to build relationships with children or adults, struggle with emotional dysregulation, and have impaired executive functioning skills. For each educator dealing with teacher burnout, there is a classroom full of students who have lost access to the most important factor in their academic success. Addressing the causes of burnout is not just about teachers. Combating this issue is a critical element in the overall success of a school.

Teacher Burnout Statistics

Researchers have been interested in the causes, symptoms, and impacts of teacher burnout for over 50 years. Findings suggest that teaching is a challenging profession because it combines both institutional requirements and constant interpersonal interactions. Basically, to teach is to simultaneously manage people and tasks, all day, every day. Historically, it was an unspoken truth that teacher work requirements extended beyond their contact hours; whether it be lesson planning, grading, or creating class materials. This expectation that teachers are willing to work on their own time gave the impression that teachers could ‘do it all’. However, since 2020, there have been a number of changes that have shifted the educational landscape and led to an increased feeling of teacher burnout. The changes include the impact of technology, escalating student behaviors, increased state legislation, increased social media, and changing parent expectations about teacher responsibilities and availability.

The RAND Education and Labor Division published results from the State of the American Teacher Survey in June 2025. The survey was funded by the National Education Association and the National Federation of Teachers. Teacher burnout statistics are a clear indication of a need for change in education.

62% of teachers stated they experienced high levels of job-related stress
- Compared to 33% of working adults in other professions
21% of teachers stated they have difficulty coping with stress from the job
- Compared to 9% of working adults in other professions
19% of teachers reported symptoms of depression
- Compared to 12% of working adults in other professions
53% of teachers shared feelings of burnout
- Compared to 39% of working adults in other professions

As part of the survey, teachers were asked to share the sources of their job-related stress. The most frequent response were:

Managing student behavior
Low salary
Administrative work outside of classroom instruction
- This contributes to the 10 hours a week that teachers work on their own time (on average)
Supporting students’ mental health and wellbeing

Teachers at different levels feel stress for different reasons. Teachers at the elementary level and those serving in special needs classrooms are required to spend more time, energy, and physical and emotional output to teach the students. Teachers at the secondary level share feelings of stress related to preparing class materials based on the difficulty of the subject area.

Numbers related to stress and burnout have decreased from an all-time high during the 2023-2024 school year. Some researchers posit that the decrease is cause for optimism. Although other researchers suggest caution when reviewing data from 2025, since the current numbers are still higher than findings from any of the last five decades.

What Causes Teacher Burnout?

Addressing the issue of teacher burnout would be less of a challenge if there were simple causes. Unfortunately, the elements that contribute to teacher burnout are not all new and have become more complicated. Edward Iwanicki was a professor of educational administration at the University of Connecticut, and he created an enduring framework for viewing the causes of burnout. Iwanicki’s model recognized three sources of stressors that could lead to teacher burnout. These included organizational pressures, role-related stress, and societal stress. When Iwanicki authored his research in the 1980s, he could not have imagined some of the issues current teachers are facing. However, his model of categorizing stressors is still relevant when examining causes of teacher burnout.

Organizational Pressures

Organizational pressures are the elements of teaching controlled by school or district leaders. These factors impact the daily structure of a school day.

An increasing workload
Insufficient time during working hours
Large class sizes
- Large classes add pressure to teachers due to grading requirements, classroom management, and allocation of resources.
Increased state legislation
Loss of teacher autonomy

Role-Related Stress

Role-related stressors exist when a teacher feels unprepared for the environment in which they are teaching. This can include dealing with less positive interpersonal relationships or feelings of inadequacy.

Less time to develop collegial or student relationships
Escalating student behaviors
- This is a large issue because it impacts the emotional and academic success of everyone in the class.
Additional roles and responsibilities
Level of administrative availability and support
Feeling unappreciated or unsuccessful

Societal Stress

Societal stress includes elements from outside of the teaching profession that have come to highly impact expectations on teachers.

Social media
- This includes opinions shared about teachers, as well as the impact of social media on student behaviors.
Parent expectations about teacher roles and availability
- The use of email and applications to increase parent-teacher communication has inadvertently created a system where teachers can be tied to their work 24 hours a day.
Increased reliance on technology
High-stakes testing and associated expectations
Lack of respect for the teaching profession

The causes of teacher stress can be considered from the perspective of external factors that a teacher cannot control and the internal responses or coping mechanisms that could help avoid teacher burnout.

Common Teacher Burnout Symptoms

Understanding Stress and Burnout in Education

Stress is an important part of life that helps keep humans safe, healthy, and motivated. Some stressors are common in education; however, not all teachers will have the same reaction. When stressors reach a point where a person can no longer effectively cope, then stress can lead to burnout. Teacher burnout symptoms can be manifested emotionally or physically. In fact, many teachers dealing with burnout experience a combination of both. When a teacher is dealing with burnout, their symptoms will inadvertently impact their performance, student success, and organizational outcomes.

Emotional Symptoms of Teacher Burnout

Emotional symptoms of teacher burnout are experienced internally by a teacher, but will often be visible to others as well. Teachers who have reached a chronic level of stress might demonstrate demoralization, irritability, and apathy. Whereas these teachers had been invested in their job before, they could feel both hopeless and helpless about their ability to impact change for themselves and others. Paired with a lack of motivation or ability to perform at previous levels, teachers might demonstrate increased episodes of impatience or anger. Teachers could become deregulated when something small happens, as a result of the culmination of constant stressors. Research suggests that burnout can contribute to the experience of mental health symptoms, such as depression or anxiety.

Physical Symptoms of Teacher Burnout

Teacher burnout can also cause physical symptoms and even contribute to lasting health concerns. The most overarching physical symptom shared by teachers is exhaustion. This exhaustion can be caused by elevated stress responses throughout the day or by insomnia at night. Some of the somatic symptoms might include back pain, headaches, or gastrointestinal distress. Though there is no direct link of causation between teacher burnout and the diagnosis of disease, there are increased risk factors for pulmonary or cardiovascular issues due to a compromised immune system.

Organizational Impact of Teacher Burnout

The most important reason to address teacher burnout symptoms is for the mental and physical well-being of teachers. However, from an organizational lens, some symptoms are side effects of teacher burnout that impact school success. When teachers deal with burnout leading to emotional instability or physical symptoms, they naturally become less satisfied with their job. The reduced job satisfaction and increased absences due to mental or physical health create economic costs for schools. The need to pay for subs, to train new staff due to teacher attrition, and to invest in interventions because of decreasing student performance can be directly tied to teacher burnout.

How to Prevent Teacher Burnout

When considering how to prevent teacher burnout, it is important to review the causes at your own school. It can be helpful to consider which elements could be reduced and which could be increased. As a small group or full staff, the factors can be examined to determine which elements can be addressed at the school or district level. With a final list of achievable steps in place, systems and procedures can be created to proactively prevent teacher burnout, as well as address the existing symptoms of chronic stress in school.

Causes of teacher burnout that could be considered for removal or reduction might include:

Decreasing teacher workloads
- Number of classroom preparations, streamline emails, etc.
Fewer additional roles and responsibilities
- Duties, after-school meetings, coverage, etc.
Fewer meetings
- In elementary school, most teachers only have one planning period during the day.
Decrease challenging student behaviors
- This should include ongoing disruptive behaviors as well as singular inappropriate choices.
Realistic expectations for teacher availability to parents

Changes that could be implemented to combat teacher burnout might include:

Increase teacher autonomy
- Allow teachers and teacher groups to have input on school decision-making.
Opportunities for teacher agency
- Teachers should feel that they have a voice and choice in their own classrooms.
Focus on meaningful work and professional development.
- The school vision should be clear and common so that the actions required of teachers have a purpose.
Reliable administrative availability and support
- School leaders should be of service to teachers throughout the day.
Ongoing expression of appreciation and recognition of teachers
- This should be authentic and specific so that it is meaningful.
Availability of healthy options at school
- This could include water, snacks, or even a room for teachers to reset during the day.
Build mindfulness into school culture.
- These practices will benefit staff and students.
Intentional emphasis on “unplugging” after the school day
Increased attention on sharing great work with the school community
- Building a bond between home and school will create partnerships with families.

Tips for School Leaders to Reduce Burnout

Reflect on Values and Model Stress-Reduction Practices

School leaders cannot solve all the causes of stress in education. However, they are in the most important position to enact changes to school practices and culture that can lead to decreased feelings of teacher burnout. Before school leaders can help others, they should take time to reflect on their own values and practices related to stress-reduction. Leaders have the responsibility to serve others and model the practices that they want to see in the school. If there is a lack of authenticity in interactions with teachers, efforts to reduce burnout could have the opposite effect.

Make Intentional and Transparent Leadership Decisions

Decisions made by a school leader or leadership team need to be intentional and consistent. There should not be an immediate rush to action without truly examining school structures and asking teachers for their input. Once a plan for change has been created, the leaders should be sure to clearly share the information they received, the plan they have developed, and the reason behind the decisions. When teachers are aware of what decisions have been made and why, they experience less uncertainty. Mental exhaustion is often the result of trying to complete work without a full understanding of the purpose.

Along with the development of an overarching plan for changes in a school, leaders can create as many opportunities as possible for teachers to make decisions for themselves that will benefit their students and their teacher teams. Teacher choice will increase feelings of self-worth and importance and lower potential apathy or anxiety. Leaders can relieve mental and emotional exhaustion by being visible and supportive. There is tremendous value in small ongoing interactions with teachers, rather than limiting face-to-face contact to meetings. More frequent exchanges will solidify the trust and relationships between teachers and leaders.

Although leaders will focus on methods to support staff directly, there are also benefits in improving student culture to impact positive change for teachers. This means leaders should also be visible to students and parents. Being able to share expectations for behaviors, and quickly react to negative choices will establish a culture wherein students understand their purpose at school and teachers feel valued. In order to lessen teacher burnout, school leaders should view the school as a whole when identifying areas for improvement.

Increase Teacher Choice and Agency

Improve Student Culture to Support Teachers

The post Teacher Burnout: What It Is, Key Statistics, Symptoms, and Prevention Strategies appeared first on Discovery Education.

What Is a Learning Management System (LMS)? Examples, Types & Pros/Cons

Michael Healey — Tue, 09 Dec 2025 16:37:40 +0000

Key takeaways

A learning management system provides a centralized digital hub that supports instruction, organization, communication, and progress monitoring in schools.
Understanding what a learning management system is helps districts select an LMS that aligns with instructional goals and student needs.
The success of an LMS in education depends on intentional implementation, clear expectations, and strong leadership—not just the technology itself.

Digital tools are now part of everyday teaching in schools. Teachers use technology to share lessons, organize student work, and stay in touch with students and families. Students rely on these tools to access materials, complete assignments, and keep track of what they are learning. At the center of this work is the learning management system (LMS), which serves as the main platform for digital teaching and learning.

From a superintendent’s perspective, the LMS you choose matters. When the system supports district goals, classrooms feel more consistent, teachers spend less time managing various tools, and students know what to expect. When it doesn’t, even a well-designed LMS can create confusion. Making sense of what an LMS actually does—and how different approaches fit different districts—plays a big role in whether it helps or hinders learning.

What is a Learning Management System (LMS)?

A learning management system is a digital platform that organizes teaching and learning. It is a structured online environment where lessons, assignments, resources, feedback, and communication all come together. When districts talk about LMS meaning, they are describing a system that functions like a digital classroom and, in some cases, supports the structure of an entire school.

An LMS acts as a central online classroom. Students use it to find their lessons, turn in work, check messages, and see how they are doing. Teachers use the system to post materials, organize lessons, give feedback, and communicate with students and families. Having everything in one place reduces confusion and helps students know what to expect each day.

An LMS is also a platform for instructional delivery. Teachers can create lessons, upload files, embed videos, link materials, and design learning paths that guide students through units—often with a connected K-12 online learning platform that expands access to interactive content and digital experiences. Students follow these pathways at school, at home, or wherever they are. This is especially valuable for districts focused on blended learning or supporting students who need access beyond the traditional school day.

Beyond instruction, an LMS supports progress monitoring. Many systems let teachers see which students have completed assignments, identify who is struggling with specific concepts, and monitor participation in discussions or group activities. These insights help educators adjust instruction, identify gaps, and provide timely intervention.

Another key function is communication. Teachers can send reminders, make announcements, respond to student questions, or share updates with families—all within the same platform. This reduces reliance on multiple disconnected apps, allowing schools to unify their communication systems.

What Are Examples of a Learning Management System?

K–12 LMS platforms fall into several categories. These learning management system examples describe different types of systems, each with its own strengths depending on your district’s goals.

Classroom-Level LMS

A classroom-level LMS is designed for individual teachers or grade-level teams. These systems allow teachers to easily post assignments, collect student work, and provide feedback. They tend to focus on the day-to-day flow of classroom instruction. For many teachers, especially in the elementary grades, this type of LMS feels comfortable and intuitive because it mirrors traditional classroom routines in a digital format.

Students benefit from the simplicity, and families appreciate the straightforward access to class materials and updates.

Districtwide LMS

A districtwide LMS supports a more coordinated, broader approach across schools. These learning management systems are designed to support all students, teachers, and multiple school buildings through one LMS platform.

Districtwide LMS allows districts to create shared course templates, align content across grade levels, integrate with student information systems, and generate detailed analytics about learning trends. When a district’s goal is consistency and cohesion—ensuring that every student sees similar navigation patterns and organizational structures across classrooms—a districtwide LMS is often the best fit. These systems typically also support cross-building collaboration, professional development, and curriculum alignment efforts.

Portfolio-Based LMS for Early Learners

Portfolio-based systems provide primary-grade students with a way to demonstrate learning through photos, drawings, audio and video recordings, and short written responses. Teachers can capture snapshots of learning across time, creating digital portfolios that families can explore. This category emphasizes developmental appropriateness, authenticity of learning artifacts, and visual documentation rather than complex assignments or detailed learning modules. It is ideal for districts that value early literacy, student reflection, and family engagement.

Standards-Aligned LMS

Some LMS platforms are built specifically around mastery learning. These systems let teachers connect assignments and assessments to specific learning standards, track student mastery across units or grade levels, and identify learning gaps. When districts prioritize standards-based grading or want to improve alignment between curriculum and assessment, a standards-aligned LMS is extremely valuable. Instead of simply posting assignments, teachers use the platform to ensure that every task connects to a defined learning expectation.

Over time, districts can use the system’s reports to examine strengths and weaknesses across buildings and adjust curriculum accordingly.

Curriculum-Integrated Learning Systems

Certain systems combine instructional content with LMS-style features. While not true LMS platforms on their own, they provide structured digital lessons, interactive activities, digital resources, and assessments that integrate with an LMS.

Teachers often use these systems to supplement core instruction with videos, simulations, or digital explorations that enrich learning.

Synchronous Instruction Tools (LMS Support Systems)

Some tools support live teaching within the LMS environment. They allow teachers to meet with students virtually, host real-time discussions, or facilitate group discussions. While not full LMS platforms, they typically integrate with one and create opportunities for hybrid learning or virtual academy-type programs.

Districts that run remote learning programs or offer digital tutoring often rely on this category of LMS.

What Are the Pros and Cons of Using a Learning Management System?

Implementing a learning management system comes with significant benefits but also requires careful, strategic planning.

Benefits of Using a Learning Management System

One of the most significant advantages of an LMS is the consistency it brings to instruction across classrooms and grade levels. When students enter a digital space that looks and functions similarly regardless of the teacher, they spend less time navigating and more time learning. This consistency especially helps students who struggle with organization or executive-function skills. Families also benefit because they do not need to learn new systems each year.

Organization is another significant benefit. Teachers can build units, post lessons, store resources, and structure long-term planning within the LMS. Students always know where to find assignments, due dates, learning materials, and teacher feedback. Instead of chasing missing work or searching through hundreds of emails, all information is centralized and easily accessible.

Family engagement increases significantly when an LMS is used effectively. Parents gain transparent access to what their child is learning, what assignments are due, and how their child is progressing. This visibility strengthens home–school communication and provides families with meaningful opportunities to support learning.

The LMS also streamlines teacher workflow. Instead of recreating the same assignments year after year, teachers can reuse templates or entire courses. Auto-grading tools save time on quizzes, while digital rubrics provide consistent feedback without extensive manual effort. Over time, this efficiency allows teachers to focus more deeply on instruction rather than administrative tasks.

Differentiating instruction becomes more manageable within an LMS. Teachers can assign enrichment tasks to advanced students, intervention supports to struggling learners, or alternative formats to students who need accommodations. Because the LMS can release content sequentially or by mastery, it provides an excellent structure for personalized learning.

Finally, data collection is a significant benefit. The LMS can show which students are completing tasks, how they are performing on assessments, and where specific learning gaps exist. Over time, these patterns help teachers and administrators see what’s working, where students are struggling, and how instruction can be adjusted.

Challenges of a Learning Management System

Despite its advantages, an LMS also presents challenges that districts must address. One major hurdle is the initial learning curve for staff and students. Without carefully planning training and ongoing support, teachers may feel overwhelmed, and students may struggle with navigation.

Access and equity are also concerns. Not all students have reliable internet access, sufficient devices, or quiet learning spaces outside the school. Districts must plan for lending programs, hotspots, and accessible design features so all students can participate fully.

Costs can pose another challenge. Learning management systems require financial investment in licensing, professional development, and technical support. Districts must budget for these ongoing expenses.

There is also the risk of over-reliance on digital tools. While the LMS is valuable, it should enhance—not replace—hands-on learning, collaboration, and classroom discussion. School leaders need to help teachers find that balance.

Lastly, without strong leadership, LMS usage can become inconsistent. If teachers adopt the system in different ways, students experience confusion, and families receive mixed messages. Clear expectations, shared templates, and routine professional development are all essential for districtwide success.

Types of Learning Management Systems

Learning management systems used in K–12 schools are better grouped by purpose rather than by specific features or instructional uses. Some platforms primarily serve as classroom tools, supporting basic learning organization through assignment management and simple communication. Others are designed as districtwide systems to support consistency, centralized administration, and shared instructional structures across schools.

Certain LMS platforms are developmentally focused, prioritizing documentation and student-created artifacts that show learning over time. These systems are commonly used where reflection and demonstration of growth matter more than traditional coursework. On the other hand, standards-driven LMS platforms are focused on alignment and mastery, organizing instruction around learning expectations and progress toward clearly defined outcomes.

Other learning management systems focus on instructional content and digital experiences and connect teachers and students to specific learning resources. Finally, some LMSs incorporate tools that support live instruction, enabling real-time interaction and synchronous learning when districts offer virtual or hybrid learning opportunities.

Understanding these LMS types helps districts evaluate platforms based on instructional intent, organizational needs, and long-term capacity—rather than individual features or brand names.

Choosing the Right LMS for Meaningful Learning

A learning management system has become a core part of how K–12 schools teach, organize learning, and communicate. When districts clearly understand what a learning management system is and carefully weigh both benefits and challenges, they are better positioned to choose a system that supports teachers, serves students, and strengthens family communication.

When implemented well, an LMS is more than a piece of technology. It provides structure, consistency, and access—helping instruction stay aligned, reducing barriers for students, and supporting success across classrooms and schools.

The post What Is a Learning Management System (LMS)? Examples, Types & Pros/Cons appeared first on Discovery Education.

5 Biggest K–12 Education Trends for 2026

Michael Healey — Tue, 09 Dec 2025 16:17:39 +0000

Key takeaways

The top tier trends in school education for 2026 are about balance—managing innovation, expectations, and budgets without losing focus on quality instruction.
Current trends in education show that AI and technology add value only when used intentionally and aligned with classroom needs.
Across all trends in education, student engagement is the clearest driver of learning and must guide decisions in 2026 and beyond.

As schools look toward 2026,education continues to shift in meaningful ways. Districts are navigating rapid technological advancements, challenges related to student engagement, and increasing pressure to deliver meaningful outcomes with limited resources. These trends in education are not isolated issues—they are connected to how teaching and learning happen every day in classrooms.

The top tier trends in school education for 2026 reflect the reality that many districts are facing: balancing innovation with day-to-day realities, meeting students where they are while maintaining high expectations, and navigating tighter budgets without sacrificing instructional quality. At the center of these conversations are AI, teacher workload, student engagement, fiscal realities, and the evolving role of classroom technology.

Insights from Education Insights 2025–2026: Fueling Learning Through Engagement reveals perspectives from superintendents, principals, teachers, parents, and students across the country. One clear theme emerges: engagement, relevance, and support matter more than ever for student success.

AI in Education

AI is one of the most visible trends in education today, and it continues to prompt important questions for school leaders.

AI tools are increasingly being used to support personalized learning, lesson creation, and instructional planning. Students report that AI helps them organize ideas, clarify concepts, and learn more efficiently. Educators are exploring AI to assist with tasks such as lesson planning, content preparation, and data analysis, creating opportunities to focus more time on instruction and building relationships.

Across schools, interest in AI continues to grow. Nearly all superintendents express excitement about AI’s potential to support teaching and learning, according to the 2025-2026 Education Insights Report. This optimism reflects a growing belief that AI may help address long-standing challenges related to differentiation and instructional demands.

At the same time, there are risks to consider. A concerning number of students acknowledge using AI on assignments without permission, while many teachers report catching students doing so. These concerns raise important questions around academic integrity, assessment design, and equitable access.

Views on AI differ across roles. While district leaders may see AI as an opportunity, classroom teachers—who manage distraction, plagiarism, and unclear policies every day—often approach it with more caution. Moving forward, success will depend on clear expectations, professional development, and consistent guidance. AI in schools is no longer optional; how it is used will determine whether it adds value or creates a distraction.

Teacher Burnout

Teacher burnout continues to shape some of the most important trends in education heading into 2026.

Educators consistently report being stretched thin by instructional demands, administrative responsibilities, and the growing need to individualize instruction. The issue is not a lack of commitment—it is a lack of time. Teachers overwhelmingly identify limited time for planning, professional growth, and collaboration as a major barrier to delivering engaging instruction.

The 2025-2026 Education Insights Report makes one thing very clear: many teachers don’t feel they have the time needed to improve their practice, even though they know what engages students. That gap creates real challenges for long-term sustainability.

Burnout impacts instructional quality, student relationships, and staff retention. When teachers are overwhelmed, innovation slows—and even promising tools like AI can feel like additional burdens rather than supports. As districts plan for 2026, addressing teacher workload and day-to-day demands will be as important as introducing new initiatives.

Cell Phone Use

Student cell phone use has become one of the most visible classroom challenges and a significant current trend in education.

Teachers report a sharp increase in phone use during instruction, especially at the secondary level. At the same time, many students acknowledge that phones disrupt their ability to stay focused.

According to the 2025-2026 Education Insights Report more than half of high school students admit to using their phones during class, while nearly 80 percent of teachers say they regularly compete with phones and social media for students’ attention.

As a result, many districts – including mine – have implemented stricter phone policies. While clear expectations are important, I’ve also realized that these policies alone are not enough. When lessons don’t capture students’ interest, they will always find a way to disconnect.

Research and classroom experience show us that students disengage less when instruction feels relevant, challenging, and meaningful. In many cases, phones are a symptom of disengagement – not the actual cause.

Schools seeing the greatest success are combining clear boundaries with classroom approaches that emphasize student engagement and real-world connections.

Budget Pressures

Financial pressure continues to influence nearly every decision districts make, making budgeting one of the most pressing top tier trends in school education.

Increasing operational costs, staffing shortages, and competing priorities have forced districts to be more selective than ever. Health care costs alone have risen at double-digit rates year after year in many districts, consuming a growing share of operating budgets and limiting what districts can spend in classrooms. As a result, superintendents consistently cite limited classroom resources as a major barrier to student engagement.

The Education Insights report shows strong agreement across all stakeholder groups—students, parents, teachers, principals, and superintendents—that limited resources make it harder to support engagement and learning. This shared view shows why spending decisions matter more than ever.

Looking ahead, districts will need to be more selective about what they purchase, focusing on tools that save time and support student engagement. Rather than adding new programs, the focus will need to be on strengthening what schools already have.

New Technology

Beyond AI, instructional technology continues to play a growing role in trends in education.

Interactive content, real-world simulations, and digital resources are being used more often to make learning more engaging and relevant. These tools align with one of the central findings of the Education Insights Report: students tend to work harder when lessons feel meaningful and connected to real life.

Technology works best when it supports engagement. A K-12 online learning platform can help teachers save time while making learning more interactive and relevant. Tools that align with curriculum goals—rather than adding extra steps—are most effective in supporting teachers and student learning.

Technology alone does not drive engagement. When poorly implemented, it can distract from learning. The most successful districts focus on alignment—making sure technology supports instructional goals, classroom priorities, and long-term needs.

Preparing Schools for 2026: Finding the Right Balance

As schools prepare for 2026, the most influential current trends in education are less about adopting every new idea and more about prioritizing what matters most.

Using AI in our classrooms has real potential, but only with clear guidance and support. Teacher burnout is a profession-wide problem and can’t be addressed by adding more initiatives. Cell phone usage points to the need for more engaging instruction and student opportunities. Budget pressures require careful spending. And technology should always support learning, not distract from it.

The findings in the Education Insights Report reinforce a critical message: student engagement matters the most and must guide our decisions in 2026 and beyond.

Districts that stay focused on these priorities will be better prepared for the next phase of K–12 education, while continuing to keep students at the center of their decisions.

The post 5 Biggest K–12 Education Trends for 2026 appeared first on Discovery Education.

The Pros and Cons of AI in Education: Benefits, Risks, and Real Examples

Michael Healey — Tue, 09 Dec 2025 15:04:32 +0000

Key takeaways

AI in education supports teaching, not replacing teachers. Its impact relies on quality instruction and thoughtful use.
Purposeful use of AI in schools allows teachers to spend less time on routine work and more time with students.
Using AI responsibly means setting clear expectations for privacy, accuracy, access, and professional development.

As a superintendent, I’ve watched AI in education move rapidly from an abstract conversation to a practical, daily tool used in classrooms and district offices.

I’ve watched AI help elementary students understand complex vocabulary, support multilingual students with instant translation, and give high school students instant feedback on a first draft of their essay. On the other hand, I’ve also heard from teachers who feel overwhelmed by the rapid adoption of AI, are uncertain about accuracy, or are unsure whether AI actually improves instruction.

Teachers are now using tools like chatbots and writing assistants, while principals and superintendents are developing policies to guide safe and appropriate use. The conversation has shifted from whether AI belongs in schools to how it should be used responsibly.

This mix of promise and concern mirrors what many district leaders across the country are experiencing. To understand the real impact of AI in schools, we have to look beyond the hype and beyond the claims and examine what’s actually happening—to teachers’ time, to instructional quality, and to student outcomes.

This balanced view reflects the real AI in schools pros and cons district leaders are weighing as these tools move from experimentation to everyday use.

Understanding the real impact of AI requires focusing on how it is changing classroom practice, teacher workload, and student learning.

What does AI in Education Mean?

Put simply, AI in education refers to digital tools that use algorithms and predictive modeling to assist with learning, planning, assessment, and instruction. These AI tools can analyze patterns, adjust content, generate feedback, or streamline routines that typically take educators hours to complete.

What are examples of AI in education?

Examples of AI in education currently include:

Adapting instruction as teachers see how students are responding in real time
Supporting writing and revision so teachers can give feedback more efficiently
Helping multilingual students access content alongside their peers
Identifying students who may need extra support earlier
Offering additional practice and explanations when students need them
Reducing the time it takes to create quizzes, rubrics, and reading materials

The key to understanding AI’s role in schools is this: it is not a replacement for teachers. It is a new level of support that is only effective when paired with strong instruction, human judgment, and careful oversight.

How AI Is Used in Schools Today

AI is no longer just a future idea—it is already being used in classrooms every day. From planning lessons to supporting students, schools are learning where these tools are helpful and where they need limits. Many districts are pairing AI tools with a K-12 online learning platform to bring together adaptive instruction, digital learning materials, and classroom-ready resources in one place.

From a superintendent’s perspective, the most effective uses of AI focus on improving instruction, saving time, and expanding access, this includes:

Personalizing Learning

Adaptive AI programs analyze student work and adjust difficulty instantly. For example, students are now working on math tasks where AI offers immediate hints to students who are struggling, while also adapting the same work for students who are already demonstrating mastery.

One student told me, “It keeps me from getting stuck too long,” while the teacher explained it gave her the ability to work with small groups without leaving anyone behind.

Giving Teachers Time Back

Ask almost any teacher what they need more of, and the answer is nearly always the same: time. Time to plan well, time to give meaningful feedback, and time to focus on students rather than paperwork.

Used thoughtfully, AI can help reclaim some of that lost time. Teachers are already using it to draft lesson outlines or assessments, create leveled texts on the same topic, spot patterns in student data, identify common writing errors, and generate practice questions or examples.

When AI handles these routine, time-consuming tasks, teachers gain something far more valuable—the flexibility to focus on instruction, relationships, and the needs of their students.

When used the right way, AI gives teachers hours back each day – creating initial drafts and eliminating planning tasks. Teachers can now focus on refining their lessons, adjusting their instruction, and meeting their students’ needs.

Supporting Early Intervention

AI tools help schools identify academic or behavioral concerns sooner by detecting patterns such as attendance issues, missing work, or common errors. This allows us to respond earlier, before these become bigger issues.

Using this information during data meetings helps us focus our discussions and make better-informed decisions about student support.

Expanding Access to Learning

AI tools help remove barriers for multilingual learners, struggling readers, and students with disabilities by providing supports such as translation, captioning, speech-to-text, read-aloud features, vocabulary support, and visual explanations.

This means students are now able to engage with grade-level content more independently, without instruction slowing down or drawing attention to the support they are receiving.

Improving Writing and Feedback

AI writing tools can also help students get started, organize their ideas, and revise drafts. Instead of correcting routine or minor errors, the time saved by using these tools lets teachers focus on instruction and student progress.

The Pros of AI in Education

AI is beginning to play a role in how schools plan instruction, support students, and manage daily work. It now helps teachers save time, expand access, and respond more effectively to student needs. The pros of using AI in education are already visible in many classrooms, including:

Enhanced Personalized Learning

AI automatically adjusts content, giving students targeted support and reducing the need for teachers to create multiple versions of the same assignments.

Reduced Teacher Workload

AI reduces planning time by generating drafts, questions, rubrics, summaries, and sample responses. Teachers remain in control of instructional quality, with AI reducing the work required on the front end.

One veteran teacher recently told me, “It gives me time back—time that I can spend working with kids instead of creating worksheets.”

Immediate Student Feedback

Students can revise their work and get feedback right away, rather than waiting until the next class. This helps them build confidence and take more responsibility for their own learning, while allowing teachers to step in when it matters most.

Increased Accessibility

AI removes barriers by offering translation, captioning, vocabulary support, and alternative formats. This helps more students access grade-level tasks without constant support.

Better Use of Data

AI helps schools sort through large amounts of data and highlight patterns that can be easy to miss day to day. This allows teachers and support teams to identify concerns earlier and plan targeted instruction more efficiently.

Increasing Student Engagement

When used correctly, AI-supported tools can draw students into learning in ways that feel active and purposeful. In many classrooms—particularly in STEM—students are designing, testing, and experimenting through simulations and interactive tasks rather than passively completing worksheets. The result is often higher interest, increased participation, and more active learning.

The Cons of AI in Education

As with any new instructional tool, AI brings both benefits and risks. School leaders must understand these concerns and plan for them. These issues are already present in many districts, including:

Protecting Student Data

Because AI tools rely heavily on student information, families need clear, straightforward assurances about what data is collected, how it is stored, who can access it, and whether it is used for purposes beyond education. As a superintendent, these are often the first questions families raise—and they are the right ones to ask.

Implementation Challenges

Even the most effective tools require time, training, and support. When implementation is rushed or unclear, it often creates confusion and frustration instead of helping. Providing clear guidance and high-quality, ongoing professional development is essential for the effective use of AI in schools.

Over-Reliance on Technology

Sometimes, using AI too quickly can actually interrupt learning rather than enhance it.

AI should be used to support learning, not replace the thinking and effort students need to develop on their own. Classrooms still require hands-on work, meaningful discussion, and time for students to solve problems independently.

Inaccurate or Misleading Outputs

AI tools can make mistakes and sometimes produce answers that sound convincing but are not correct. Students, teachers, and administrators need the skills to question and evaluate AI-generated information instead of taking it at face value.

Should AI Be Used in Schools?

Instead of asking whether AI is “good or bad,” district leaders should ask whether it serves an instructional purpose.

To determine whether AI in education is appropriate, leaders and teachers should consider:

Does this tool solve a real instructional or operational challenge?
Does it enhance—not replace—teacher judgment?
Does it protect student data and follow strict privacy requirements?
Is it accessible to all students?
Do teachers receive time and support to learn it?
Does it strengthen—not distract from—our core learning goals?

When the answer to these questions is yes, AI supports student learning and gives teachers more time to provide meaningful instruction and support students.

Using AI in Schools — With Purpose and Intention

AI is already changing how schools plan instruction, support students, and use data. When used correctly, it can help personalize learning, reduce teacher workload, and expand access for students. At the same time, concerns about privacy, accuracy, equity, and over-use must be addressed thoughtfully.

From a superintendent’s perspective, the best results happen when AI supports good teaching rather than replaces it. Clear expectations, transparency with families, and intentional implementation make the difference between AI in schools being a helpful tool and a distraction.

No matter how advanced technology becomes, schools succeed because of people. Strong relationships between teachers and students, trust with families, and leadership focused on student well-being will always matter more than any tool, including AI.

The post The Pros and Cons of AI in Education: Benefits, Risks, and Real Examples appeared first on Discovery Education.

Student Engagement: Signs to Watch and Strategies That Work

Michael Healey — Fri, 05 Dec 2025 17:12:54 +0000

Key takeaways

Student engagement is more than participation — it reflects how students think, feel, and behave during learning.
Measuring student engagement requires using multiple sources, including observations, student feedback, and academic indicators.
Positive relationships, meaningful lessons, and active learning strategies help improve student engagement in any classroom.

Student engagement drives every successful classroom. When students are interested and involved, learning improves. Teachers notice immediately—lessons run smoothly, discussions come alive, and students try harder. Yet for all its importance, student engagement remains one of the most frequently misunderstood concepts in education.

Some view engagement as simply paying attention. Others think of it as participation. Many educators describe it as a combination of motivation, effort, and curiosity. While each captures part of the idea, none reflects what student engagement really is.

According to the 2025-2026 Education Insights Report, nearly all students say engaging lessons make school more enjoyable, yet 8 in 10 report struggling with boredom at least once a week. This is a clear message that students want to engage, but their day-to-day classroom experience doesn’t always spark that connection.

To support students effectively, educators need to clearly understand what student engagement looks like and how to improve it. That understanding includes recognizing the signs of engagement, identifying ways to measure it, and using proven strategies that help students stay motivated and involved.

What is Student Engagement?

Student engagement describes the degree to which students are actively involved in and connected to the learning process. It’s more than looking at the board or completing homework. Engagement shows up in how students think, feel, and behave during learning.

Researchers generally agree that engagement has three interconnected components: behavioral, personal, and cognitive. All three are important, and together they give educators a more complete picture of how students experience learning.

Behavioral Engagement

Behavioral engagement is the visible part of engagement — what you can see as you walk into a classroom. It includes things like participating in discussions, collaborating with classmates, following routines, or staying on task. When students demonstrate behavioral engagement, they are actively doing the work of learning.

This doesn’t mean students are simply sitting quietly. A student who quietly stares at a worksheet for 30 minutes may look compliant but may not be truly engaged. On the other hand, a student who asks questions, takes notes, or explains how to solve a problem to a partner is demonstrating active behavioral engagement.

Personal Engagement

Personal engagement reflects how students feel about learning and the classroom environment. Students who have positive connections to school — who trust their teachers, feel comfortable sharing ideas, and believe they belong — are far more likely to participate in a meaningful way.

Even students who are capable may hold back if they feel disconnected. A supportive classroom helps students feel safe enough to take risks, try challenging work, and ask for help when they need it.

Cognitive Engagement

Cognitive engagement focuses on the thinking students put into their learning. Students who are cognitively engaged show curiosity, ask questions, make connections, and demonstrate persistence when tasks become challenging.

A cognitively engaged student doesn’t just get the right answer — they understand how they arrived there, can explain their reasoning, and often want to keep exploring.

When educators ask, “What is student engagement?”, the best answer is that it is a blend of the three – behavioral, personal, and cognitive engagement – that supports meaningful learning.

Examples of Student Engagement

Because engagement can look different across grade levels, subjects, and individual students, it helps to visualize what engaged learning looks like in everyday classrooms.

Examples of Behavioral Engagement

Students contribute ideas during whole-group or small-group discussions.
They take notes, reference materials, or ask clarifying questions.
Students stay focused during independent work and complete assignments on time.
They work together and share responsibilities during group work.

Examples of Personal Engagement

Students show enthusiasm or genuine interest in a topic.
They smile, interact positively with classmates, or express pride in their work.
Students feel comfortable asking for help or offering encouragement to peers.
They demonstrate confidence when tackling new material.

Examples of Cognitive Engagement

Students ask thoughtful, higher-order questions.
They revise their work to improve accuracy.
Students apply strategies independently and “stick with it” during difficult tasks.
They make connections between lessons or real-world situations.

These examples demonstrate that student engagement is not a single behavior; it’s a pattern of actions and habits that develop over time.

How Do You Measure Student Engagement?

Measuring student engagement is not always straightforward, but it is essential. Since engagement cannot be captured in a single data point or snapshot, educators often use multiple measures, including classroom observations, feedback, and a range of performance indicators, to better understand it.

Classroom Observations

Observations provide important insight into how students behave and interact during instruction. Administrators, academic coaches, or teachers themselves may look for:

Signs of attention and focus
The level of student ownership during tasks
Participation patterns across the class
Evidence of collaboration
How students use tools, resources, or strategies

Well-designed observation tools make it easier to consistently observe these behaviors.

Student Surveys and Feedback

Students are not only participants in learning — they’re also the best source of how engaged they feel. Student surveys and student feedback can reveal:

Whether lessons feel relevant
How confident or motivated students feel
Their sense of belonging
Which teaching approaches are most effective
How well they understand expectations

Notably, the 2025-2026 Education Insights Report shares that less than half of students believe their teachers know when they’re engaged—a clear indication that schools must be more intentional about gathering student feedback.

Academic Indicators

Although academic achievement doesn’t tell the full story, it can reveal important changes in student engagement. Useful academic indicators include:

Performance on formative assessments
How well students explain their thinking
Whether students revise work voluntarily
Growth over time

When these indicators are combined with other measurements, student engagement patterns often become clearer.

Behavioral Data

Behavioral data provides clear information that often relates to engagement levels, including:

Attendance
Assignment completion rates
Behavior referrals
Participation logs

For example, chronic absenteeism may reflect low personal engagement, while a sudden increase in incomplete assignments may indicate low cognitive engagement.

Evaluate Learning Through Student Work

Reviewing student work shows how well students understand the material and how well they stick with tasks. Student work samples can show:

How complex their thinking is
How effectively they use feedback
If they are comfortable revising their work
Signs of creativity or problem-solving skills

Looking at student work can reveal engagement trends that aren’t always visible from observing student behavior alone.

Learn From Conversations With Your Students

Talking with your students — in one-on-one or small-group situations — provides insights that data alone can’t. These conversations often help uncover:

What students are interested in
Barriers that affect their learning
What motivates them
How they view class activities

This information adds important context and helps teachers adjust instruction more effectively.

When all of this information is considered together, it becomes much easier to answer the question, “How do you measure student engagement?” in a reliable and practical way.

How to Increase Student Engagement

Educators often ask, “How do we increase student engagement?” Fortunately, there are clear strategies that address student motivation, focus, and effort. These strategies work across grade levels and subject areas and can be adapted to nearly any classroom. Many of them align with research-backed practices that have also been shown to increase student achievement.

The research also demonstrates the need for improved student engagement. Nearly all students value engaging lessons, but many struggle with boredom, overwhelm, or disconnection. These strategies help address those challenges directly.

Create Meaningful Connections With Your Students

Students tend to be more engaged when they feel connected to their teacher. Small, everyday actions can build trust and help students feel supported.

Strategies that support this include:

Learning your students’ names quickly
Greeting them at the door each morning
Checking in when a student seems off
Getting to know students beyond your classroom

A meaningful connection won’t fix every problem, but it can help students work through them.

Connect Your Lessons to What Matters to Students

When students understand why a lesson matters, they’re often more interested and willing to engage. Relevance can come from real-world examples, current events, or activities that connect to students’ experiences.

The data from Education Insights is clear: 90% of students, 97% of parents, and 95% of principals agree that students put in greater effort when lessons feel meaningful and relevant.

Some ways to build relevance in your classroom might include:

Creating projects that are tied to local issues
Integrating student interests into lessons
Connecting lessons to future career pathways
Designing tasks that solve practical, real-world problems

Even small adjustments can make lessons feel more meaningful to students.

Let Your Students Choose

Giving students the opportunity to choose can make them feel more invested in their own learning. Even small opportunities can make a big difference.

Examples include:

Multiple writing prompts or reading selections
Options for demonstrating learning (video, poster, podcast, essay, etc.)
Project topic choices
Decision-making within group tasks

When students feel that their voices matter, they are more likely to invest more effort and show stronger engagement.

Make Learning Active and Interactive

Active learning gets students up, talking, interacting, and problem-solving — all behaviors associated with higher engagement. To make learning in their classrooms active, teachers can incorporate:

Think-pair-share activities
Hands-on science investigations
Learning centers
Project-based learning experiences

In classrooms where active learning is routine, a high level of engagement becomes part of the culture.

Build Engagement Through Meaningful Feedback

Timely feedback keeps students engaged by guiding improvement and reinforcing their efforts. It helps students understand what they are doing well and where they need to improve.

Useful feedback can come in the form of:

Quick verbal conferences
Written comments
Exit tickets
Check-ins during independent work

The goal is not just correcting mistakes — it’s helping students grow.

Use Technology to Enhance Learning

When used intentionally, technology can boost engagement, support differentiation, and bring learning to life. A high-quality K-12 online learning platform allows teachers to effectively incorporate technology directly into their lessons.

Teachers can use technology for:

Interactive tools that let every student respond in real time
Short videos that reinforce key concepts
Digital learning platforms that adjust to each student’s skill level
Virtual reality labs, field trips, or other simulations that extend learning beyond the classroom

Technology should always enhance learning, not replace effective teaching.

Set High Expectations and Provide Support

Students engage more willingly when they believe their teacher expects them to succeed — and is willing to help them get there.

This support may include:

Modeling new skills
Providing sentence starters or graphic organizers
Offering guided practice before independent work
Celebrating progress rather than perfection

When you pair high expectations with the right level of support, you let your students know: “Even though this seems difficult, I know that you can do it.”

Recognize and Celebrate Student Progress

Celebration boosts confidence and reinforces effort. Students are more likely to stay engaged when they know their progress matters.

Teachers can celebrate growth through:

Quick verbal acknowledgments during class
“Spotlight student” features
End-of-week reflection notes
Student work displays

Recognizing student progress doesn’t need to be an elaborate production — it just needs to be genuine.

The Impact of Strong Student Engagement

When student engagement improves, everything else gets better. Teachers see fewer behavior issues, a more positive classroom environment, and students who are more motivated and connected. Student achievement increases because students put in more effort, and attendance improves as they feel a stronger sense of belonging. Most importantly, students begin to see themselves as capable learners.

Improving student engagement leads to better outcomes. With better measurement tools and intentional strategies, classrooms can become places where students feel motivated, challenged, and connected.

The post Student Engagement: Signs to Watch and Strategies That Work appeared first on Discovery Education.

Professional Development: The Key to Teacher and Student Success

Dr. Becky Cahill — Tue, 02 Dec 2025 16:17:15 +0000

Key takeaways

Effective professional development is ongoing, relevant, and collaborative.
Teacher voice and action-oriented outcomes are essential.
A school’s PD system directly impacts teacher satisfaction, retention, and student outcomes.

In any profession, continuous improvement is critical to success. For educators, this is especially true because students’ needs continue to change. A systematic approach to professional development, coupled with an effectively implemented plan, can enhance teacher practice, improve student outcomes across academic areas, and positively impact job satisfaction for educators.

When evaluating what makes professional development effective, one question should be considered before any others. Does professional development contribute to improvements in student success? If the answer is yes, the current approach to professional development is an element of overall school success. If the answer is no, teachers and leaders have a clear mandate for change.

What is professional development for teachers?

Professional development for teachers is a system of structures and procedures that provide educators with the time and space necessary to improve their practices. Professional development, often referred to as PD, is not a one-time event, but rather an ongoing approach that can help teachers improve both their pedagogy and their content-specific knowledge.

Effective professional development requires an intentional framework to schedule time and provide resources to educators. Research shows that schools with robust systems to support teacher growth and development have an easier time retaining teachers. To provide successful professional development for teachers, there are elements that must be incorporated into any PD plan. These elements should be considered as the structures (i.e., scheduled sessions, coverage for teachers, purchased resources) and the procedures (i.e., collaboration, reflection, relevance) needed to build purposeful professional development.

The professional learning must be sustained throughout the school year
The professional learning must be relevant and job-embedded
Teachers must remain active in decision-making related to their own professional development
The outcome of professional development for teachers should be action-oriented
Each group of educators working as a team must consider whether they will focus on content or pedagogy
The professional development structure must be collaborative and allow for meaningful feedback

School leaders should partner with teachers to identify the current approach to professional development within the school. Any PD should be measured against the elements listed above. With that information in hand, changes can be made or new structures created to build a professional development system that supports teacher skills and job satisfaction, and as a result, improves student success.

Why is professional development important in education?

Professional development is important in education because it is the foundation of continuous improvement for both teachers and students. A school that does not have clear structures for professional development or relies on occasional ‘sit and get’ PD sessions will face stagnation and teacher burnout.

The most recognizable purpose of a robust professional development plan will be improvement in student outcomes. Teachers consistently working together to use educational resources and implement high-impact teaching strategies will change classroom outcomes. This student success is the product of the improvement that occurs with teacher growth and feelings of job satisfaction.

When educators are treated as professionals and allowed to collaborate with their colleagues, they report a higher level of satisfaction at work. Types of professional development for teachers that are relevant and will lead to direct action are perceived to be an effective use of time. Also, when PD is driven by teacher input, the topics and strategies will be timely and meaningful. The collegiality and feedback that can be shared among educational professionals will improve skills in knowledge in the areas that are most vital to the specific needs of schools.

What are the common types of professional development for teachers?

The success of a professional development plan will depend on the structures and procedures in place. There is not one prescribed professional development routine that will work for all schools. Each school will need to consider the types of professional development that will meet the unique needs of the teachers. It is important to remember that often the structures are the same for all teachers, but the procedures allow for differentiation for teacher groups based on their specific needs.

Professional Learning Communities (PLC)

A professional learning community (PLC) is an identified group of educators who work together throughout the year with an identified common goal. It is that goal that will impact conversations and decisions about student success at each team meeting.

Presentations

A presentation is a method for sharing knowledge with a group of teachers. It is important that the presentation is timely and that educators leave with materials or skills that can have an immediate impact on their classroom practices.

Conferences

A conference is an event that includes multiple sessions available to educators. In-person conferences are ideal for access to new ideas that are not yet published or in wide practice. It is not feasible to send the full staff to a conference, so it is important to identify teacher-leaders who can help share the practices they learn with their colleagues.

Microlearning

Microlearning is a newer method to deliver PD that focuses on a singular fixed topic in a short amount of time. The sessions are most often recorded to be accessed at the convenience of teachers. This is a great way to share a new idea and leave most of the time for teacher conversation and application to real-life practice.

Online Courses

An online course can be a helpful resource when more in-depth information is needed. This might be an overarching topic, with different lessons introducing new information and new strategies. School leaders must consider how to provide time for teachers to complete their coursework as part of their contract hours.

Book Studies

A book study is another type of professional development that can expose educators to a substantial amount of information about one topic. If the topic is foundational to a school setting, such as developing relationships or building a culture, a book study could be used with an entire staff. More often, book studies are appropriate for a smaller group of teachers with a shared goal or need.

School leaders and educators should be intentional when selecting the types of professional development for teachers. The key is to utilize any type of PD in a way that allows for ongoing collaboration, relevance, and feedback.

How to make professional development effective for your school?

To create an effective professional development plan for your school, you should work with a team of educators to consider the structures and procedures you will need to have in place.

School schedule – You will need to set aside time for ongoing PD during the school day. Once a week is ideal, but the minimum should be once a month.
Job-embedded – Regardless of the type of PD you select, it must be specifically related to the work of educators. Teachers will be the best source for a list of timely topics.
Teacher voice – The group of educators participating in the PD must play an active role in decision-making regarding the PD’s purpose and the outcomes of the sessions.
Collaboration – PD should not be a transactional event. There are times when explicit instruction is appropriate, but that should lead to time to discuss, process, and collaborate on the information that was shared.
Feedback – One of the most underutilized methods of communication in the school setting is feedback. Clear, constructive feedback on the use of skills and practices introduced in PDs will enable lasting change.
Content-focused or Pedagogy – Before any PD, the teachers or school leaders should decide if the topic will be content-focused or pedagogical. After the school year has begun, educators will most often select to focus on specific content. However, there are times when concentrating on a skill or strategy that transcends a grade level or content area can be impactful.
Actionable – An educator leaving a PD, whether it was 15 minutes or a conference over several days, should have concepts or strategies that will immediately impact their practice, and by extension, the success of their students.

The post Professional Development: The Key to Teacher and Student Success appeared first on Discovery Education.

Thought Leadership | Discovery Education

Teacher Retention: How to Keep Educators in the Classroom

Key takeaways

Teacher retention strengthens student achievement, school culture, and community trust while reducing costly turnover.

Attrition is driven by workload, behavior challenges, low pay, and lack of appreciation.

Leaders improve retention through teacher voice, relevant learning, recognition, clear expectations, and strong support.

What is teacher retention?

Average Teacher Retention Rates

What are the benefits of teacher retention?

Organization

Environment

Community

5 Strategies to Increase Teacher Retention

Amplify Teacher Voices

Provide Job-Embedded Professional Learning

Recognize Teachers Authentically

Set Clear Expectations

Demonstrate Strong Leader Support

5 Ways Principals Can Make Teacher Meetings More Productive and Purposeful

Key takeaways

When all teacher meetings support the same instructional goal, rather than competing priorities, the purpose is clear, and time feels well spent.

Trust in leadership, not buy-in to initiatives, is more effective at keeping teachers committed to the work that happens between teacher meetings.

When school leaders participate alongside teachers and make space for teacher leadership, teacher meetings become spaces where problems are solved together.

When Everyone Is Swimming in a Different Direction

1. Anchor Every Meeting to One Shared Instructional Goal

2. Be Intentional about Who Is at the Table

3. Show Up and Do the Work Alongside Teachers

4. Replace Buy-In With Trust

5. Build Shared Leadership Capacity

Classroom Management: What It Is, Why It Matters & How to Do It

Key takeaways

Classroom management provides the foundation for learning.

Effective classroom management extends beyond the classroom.

Successful classroom management is intentional, flexible, and collaborative.

​What is classroom management?

Why is classroom management important?

​How do you effectively manage a classroom?

Students

Systems

Supports

Final Reflections on Classroom Management

Technology in the Classroom: How to Integrate It Effectively

Key takeaways

​Using technology in the classroom works best when it supports clear learning goals and strong teaching.

While we understand the benefits of technology in the classroom, we must also address challenges like distraction, access, and sustainability.

Schools see the biggest gain when technology use is focused and backed by clear routines and thoughtful leadership.

​Technology in the Classroom Today

​Pros of Technology in the Classroom

Access

Boosted Engagement

Feedback

Collaboration

​Cons of Technology in the Classroom

Digital Distraction

Privacy and Safety

Implementation Fatigue

​​How to Integrate Technology into Your Classroom

​​Closing Thought

Teacher Burnout: What It Is, Key Statistics, Symptoms, and Prevention Strategies

Key takeaways

Teacher burnout is widespread and more severe than in other professions.

Burnout harms not just teachers, but students and schools as a whole.

Preventing burnout requires systemic, ongoing leadership and culture changes.

What Is Teacher Burnout?

Teacher Burnout Statistics

What Causes Teacher Burnout?

Organizational Pressures

Role-Related Stress

Societal Stress

Common Teacher Burnout Symptoms

Understanding Stress and Burnout in Education

Emotional Symptoms of Teacher Burnout

Physical Symptoms of Teacher Burnout

Organizational Impact of Teacher Burnout

How to Prevent Teacher Burnout

Tips for School Leaders to Reduce Burnout

Reflect on Values and Model Stress-Reduction Practices

Make Intentional and Transparent Leadership Decisions

Increase Teacher Choice and Agency

Improve Student Culture to Support Teachers

What is classroom management?

How do you effectively manage a classroom?

Using technology in the classroom works best when it supports clear learning goals and strong teaching.

Technology in the Classroom Today

Pros of Technology in the Classroom

Cons of Technology in the Classroom

How to Integrate Technology into Your Classroom

Closing Thought