teacher-support
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- NewsEdSurge14 Jul 2026
We Talk About Whole Children. What About Whole Educators?
This article argues for supporting educators as whole people, not just employees, using the story of a teacher who thrived when her personal and professional needs were met. It emphasizes that teachers are the engineers of learning experiences, designing and scaffolding every moment for children. The author calls for a shift in the field to truly see and support educators.
Original abstract
<p>In 2010, a young woman walked into my office at the childcare center I directed in Arizona. She was nervous. She didn’t have experience in early childhood education. She just needed a job.</p><p>In most centers, that’s where the story would end. Instead, I offered her a working interview — two observational hours in an infant classroom. When she came back into my office, she was beaming. “I love this,” she told me. “Just give me a chance. I’ll learn.”</p><p>Her name is Lindsay. Fifteen years later, she’s still teaching.</p><h4>Seeing the Educator</h4><p>Lindsay’s story isn’t just about passion or perseverance; it’s about support. We made a deliberate choice — over and over again — to see her as a whole person first and an employee second. We figured out scheduling so she could get her Child Development Associate (CDA) credential. We found coverage when she needed practicum hours elsewhere. I wasn’t there for every step of Lindsay’s journey that followed, but she and I have stayed in touch throughout all these years. She earned her associate’s degree and then her bachelor’s degree; she grew from part-time infant teacher to lead teacher to program coordinator.</p><p>Lindsay’s story shows us what happens when an educator is truly seen — something our field has yet to get right. What gets overlooked most in conversations about the quality of early childhood education is that educators are engineers. Every learning opportunity a young child experiences is designed, built and brought to life by a teacher. There is no curriculum three-year-olds activate for themselves. Every moment of discovery, every language-rich exchange and every carefully scaffolded small group experience is built by someone. A teacher looks at a group of children, weighs their individual needs, considers the family’s hopes, aligns these needs and hopes to learning objectives and makes a decision about what to put in front of those kids at that moment. And they do this all day long.</p><p>These edu
- NewsBritish Council TeachingEnglish8 Jul 2026
Why subject knowledge matters when supporting teachers
Subject knowledge is crucial for effective teacher support, as it enables mentors and trainers to better address teachers' needs in language education contexts.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">Why subject knowledge matters when supporting teachers</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-08T13:10:29+00:00" title="Wednesday, July 8, 2026 - 13:10" class="datetime">Wed, 07/08/2026 - 13:10</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph-image--fullwidth-0 paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/media/images/Pakistan_01441.jpg?h=2992ba0a&itok=m3sgtAkJ" width="1920" height="700" alt="A group of women teachers in a classroom, sitting and talking together while one teacher stands beside a whiteboard." class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a
- PaperAssessing Writing2 Jun 2026
Using DeepSeek’s reasoning-based AI model to support written feedback practices
Chenze Wu, Albert W. Li, Benjamin Luke Moorhouse
DeepSeek's reasoning-based AI model is explored for its application in supporting written feedback practices, offering educators a tool to enhance feedback efficiency and effectiveness.