Achieve Alignment, Focus, and Clarity With eSchool’s ERO

The focus of your district’s professional development (PD) program should be to provide for the needs of your educators. However, many plans fall apart because the varied tools required to carry out the program do not easily coordinate. By utilizing one system that neatly ties online systems together for ease of use and resources, eSchool Solution’s Electronic Registrar Online (ERO) captures the capabilities of well-known and proven learning platforms and places the contents at your fingertips.

Teaching requirements are unique for each school district, and our ERO meets those individual needs by adding resources to assist your district administrators in building the most up-to-the-minute PD program for your busy educators. Recent data suggest that many new educators believe they were under-prepared as new teachers. With ERO, your district can build a comprehensive new-hire program to allow a fluid segue for first-time teachers, or to transfer from one school or district to another. Likewise, the beginning of every school year brings new positions to many educators as they change from one grade level to another, or pursue a new career path as a middle school science teacher after ten years of teaching math. Meet the needs of these professionals with the support of eSchool Solutions’ ERO, where our resources will bolster their successful careers from the first day of school to their last day in the classroom.

When teachers are given straightforward ideas of the goals for their classrooms, schools, and districts, they are more thoroughly prepared to meet those goals. ERO can align our burgeoning collection of resources to allow district administrators to precisely choose material and create a focused PD program. You can also generate individual PD programs for every educator in your district with ERO. With the power of BlackBoard and the resources of multiple online learning platforms, crafting a one-hour tutorial or a one-week seminar is easy, and the PD hours are managed via ERO as well. In fact, with our array of resources, you truly can focus on your main objective: educating your educators.

Learn more about eSchool Solutions’ Electronic Registrar Online by visiting our website at Share this post and give us your opinion of your district’s professional development program. Let us know the areas of improvement you’ve identified and we’ll let you know how to address them.

What’s New With eSchool’s ERO?

At eSchool Solutions, we take pride in offering our educators the very latest in online technology. To that end, we have recently unveiled several advanced, user-friendly upgrades to our Electronic Registrar Online (ERO) system to improve its functionality. Version 5.5 is our newest update; it is better equipped to deliver the latest professional development (PD) systems that offer resources for you to build the ultimate personal PD program for the educators in your district or school.

Using the power of proven online platforms, ERO has integrated technologies with three additional learning systems: Schoology, Moodle, and Desire2Learn (D2L). These recognized repositories increase the depth and breadth of online learning tools, giving teaching professionals more high-quality choices for their PD course materials. Along with a plethora of resources, this newest integration also allows automatic management of all your professional development needs, including tracking and awarding credit, registration to myriad PD courses, delivery of course material, and approval from your local school system. Because the learning platforms are all accessed through eSchool Solution’s ERO system, only one username and password are needed to open a world of learning opportunities. With a fully integrated system, the hours dedicated to a course in Schoology will transfer to ERO’s system along with the hours from a D2L class–no cumbersome tracking by the end user.

For the PD district development teams, the easy accessibility of eSchool’s ERO presents coordinators with the ability to choose a multitude of courses and create an overall PD program that meets the individual needs of districts, schools, and teachers. District administrators are also able to award PD points to educators who participate in online courses via ERO.

Visit our upgraded Electronic Registrar Online system today at to learn how eSchool Solutions can bring the latest in learning and professional development to you. Share this post and join the conversation regarding the importance of PD programs in the education sector.

Turnaround Arts Program Promotes Arts Education

The human brain is a compact series of billions of neurons that fire impulses to tell your body what to do. The connections between the neurons can be strengthened by two methods: the first is practice and the second is creating similar pathways that run parallel to the original path until they intersect. This is where arts suddenly enhance learning. By learning choreography, rhythm enhances math skills. Singing is a fantastic language in itself, and the art increases knowledge in both written and spoken language.

The Turnaround Arts Program, which is part of the President’s Committee on the Arts and the Humanities, recognizes the strong ties between arts and education. Two years ago, nine below-average schools joined the program in an effort to provide enriching arts programs to their students. Michelle Obama touted The Turnaround Arts Program recently at the inaugural White House talent show, which featured many students from the “turnaround” schools. The show, much like the program, was a roaring success. With public and private funding of $5 million generated by national celebrities, the Ford Foundation, the National Endowment of the Arts, and the Department of Education, The Turnaround Arts Program will expand from its initial eight schools to 35 schools nationwide.

“The Turnaround Arts Program has exceeded not just our expectations, but our wildest hopes and dreams,” effused the First Lady. Across the board, standardized reading test scores improved, attendance rates climbed, and disciplinary actions decreased. Proficiency scores in math and reading also increased, reinforcing a strong correlation between the arts and a positive learning environment in the eight schools selected for the program. “The arts have a pretty dramatic and immediate impact,” reports Rachel Goslins, Executive Director of the Committee of Arts and Humanities, an advisory committee on cultural policy. With greater school participation, our nation’s struggling schools may be able to succeed, thanks to ideas such as The Turnaround Arts Program.

eSchool Solutions understands the necessity of an integrated learning system for both teachers and students. Share this post to show your support of programs like The Turnaround Arts Program. Let us know what you think of this program and others like it!

Personalized Learning for Teachers?

For decades teachers have worked closely with administrators, parents, and other professionals to create individualized learning plans (IEPs) for many of their students. While students with disabilities are traditionally those with IEPs, impressive educators also ensure every lesson plan meets the needs of all their students. This personalized learning assures the majority of students–if not all–can more readily comprehend the information presented.  Results of these personalized lesson plans prove that teaching to the learning styles and abilities of the students within a classroom raises overall test scores and creates a more fluid learning path.

Recently, many experts have realized a personalized learning plan for teachers may bring forth similar results for our educators. Rather than canned, one-size-fits-all professional development for teachers presented to a roomful of adults, regardless of learning styles or teaching styles, a personalized learning plan will address an educator’s strengths and work through any obstacles that may block a teacher from presenting new information to his or her students. Also, personalized programs will focus on district- or even school-specific training. Studies have proven that principals who collaborate with teachers to design the ultimate personalized professional development plans head the best performing schools.

Professional development programs have begun to incorporate technology into training, showing educators the most direct route to receive updates and even “attend” seminars online.  Many professional development programs boast the ability to construct programs specific to the end user, keeping the local district and school in mind as the PD program is crafted. Technology has also transferred the focus of training from a brick-and-mortar building to a more streamlined, personalized program that reaches those teachers in rural areas who would otherwise not be able to attend an in-person class.

Find the most innovative professional development for teachers at with eSchool Solutions’ development system. Your district will be able to customize our PD programs to suit the needs of you and your staff. Share this post and leave us comments discussing your thoughts on PD programs.

President Obama Calls for Stronger Teacher Preparation Programs

When entering a traditional profession, a training period with a mentor or supervisor generally eases a new employee into the workforce. Teaching is another story, and for many teachers, the rocky beginning leads to an unhappy ending. In fact, close to 2/3 of all new teachers surveyed report they were not enrolled in an adequate teacher development program before entering the classroom, and only half the teachers who graduated with high expectations will still be in the classroom three years after graduation. While their education was far from lacking, the missing chapter in the story of their training was lack of real preparation within a classroom setting, often known as a “teaching practicum.” Giving student teachers the ability to join a master teacher and teach for a lengthy stretch of time better prepares future educators. Arizona State University and Urban Teacher Residencies have noted an 85% retention rate of teachers after three years through their program of matching student teachers with educators recognized for their teaching skills. These new teachers have discovered that explaining the significance of the first day of school is far different than witnessing and participating in the first day of school.

To this end, President Obama has granted the Department of Education a set of guidelines to strengthen teacher development programs as well as professional preparedness programs. The new guidelines will hold teacher development programs accountable for the success of their teachers. Five states, including Florida, Louisiana, North Carolina, Ohio, and Tennessee, have reported their requirements and student success rates to the general public, teaching institutions, and potential employers. The program’s guidelines also include streamlining teacher evaluations and identifying the institutions whose teacher preparation programs are either in dire need of upgrading or are significantly better than average.

Lastly, the funding of teacher development programs through TEACH grants, which are given to student teachers who plan on entering the workforce in a high-need field within a low-income school or district, gives federal money directly to the source rather than to the overall teaching institution. By stretching federal dollars, more individuals will be eligible for these TEACH grants.

Do you believe these new developments will enhance the teaching experience and increase retention rates for first-time educators? What other areas of first-time teaching need to be addressed? We look forward to hearing your comments! Please let us know if you are a teacher, and, if so, how long you have been teaching.

Chicago Teachers Receive Professional Development Grants

Recognition for above average teaching skills positively impacts further performance. Recently, the Plainfield Foundation for Excellence–a Chicago-based non-profit group dedicated to promoting student excellence and achievement for learners of all abilities, encouraging innovation in the classroom, and enhancing collaboration–recognized eleven teachers for their positive impact on students. Last month they presented Professional Development Awards, valued at $500 apiece, to these educators in Chicago’s Plainfield School District 202. The awards are granted to teachers in appreciation for their dedication, as an initiative to continually improve learning within classrooms, and to promote the importance of professional development for teachers.

The Professional Development Awards were distributed on April 17, 2014, in conjunction with the Plainfield Foundation for Excellence’s 30th anniversary. Educators are able to use the monetary awards in any number of ways to further their own education and that of their students, such as enrolling in online courses focused on teaching students across the autism spectrum, attending summer science programs in Colorado to learn how to teach science in a comprehensive “hands-on” format, traveling to a local conference to learn how art and music can be fluidly incorporated into the common core curriculum, and attending other seminars on professional development for teachers either locally or out of state. Monies can be utilized to cover tuition, travel expenses, classroom supplies, or any other expenses directly related to enhancing student learning.

Plainfield School District 202 is not alone in generating scholarships, grants, and special funding to teaching professionals in an effort to enrich learning experiences for students. Does your school district offer similar initiatives? What are your views on district awards? Do you think they are a good idea? Why or why not? We would love to read your points of view! Feel free to post your input and ideas below, and visit eSchool Solutions’ website to learn more about professional development for teachers to meet the needs of your school district.

From Policymaker to Professor: Choosing the Best Plans for Students

The diligence of legislators in enacting sweeping bills to “repair” our nation’s public schools is evidenced in legislation currently tying the hands of educators nationwide: the No Child Left Behind (NCLB) Act.  While this bill promises grand results and wonderful ideals, it suffers a fatal flaw; namely, no educators were in on the Act–and certainly no talk of professional development for teachers.  Unfortunately for NCLB, theory and practice were so far off track they were not even in the same train station.

When teachers hauled NCLB into the classroom, legislators anticipated rising academic scores across the board.  Instead, in a scramble to meet numbers, educators pinned their hopes on the children most likely to quickly progress, leaving children on the extreme ends of the bell curve – to put it bluntly – behind.  Teachers noted the fallacy of the policy and wondered why educators were not included at the onset of NCLB’s legislation.  With an astonishing 73% of teachers willing and enthusiastic about hybridizing their roles to become part-time teachers and part-time policymakers, it is sensible to include educators to shape upcoming legislation and to voice local concerns on how legislation will impact their districts.

With this in mind, Congresswoman Carolyn McCarthy of New York upheld the Teachers at the Table Act, giving educators a healthier, more direct role in educational policy by inviting former Teachers of the Year to advise Congress on more accurate methods of giving students the edge they need and deserve to reach their academic goals.  Working as a team, policymakers and teachers from varied geographic and educational backgrounds can contribute to implementation of the No Child Left Behind Act to truly engender an educational system that leaves no child behind.

eSchool Solutions offers educators and administrators personalized, innovative professional development for teachers at your fingertips.  Find your strengths when you visit our website at and invest in student success.


Introducing Classroom Technology Through Professional Development

Technology is a topic not unlike math or history:  you either embrace it or hide when it is mentioned.  Many teachers who think they are technologically inept use technology daily without realizing it.  A simple projector is technology, as is a phone or a smart board.  The second argument stems from student use of technology:  if students use their phones to play games, how can phones be a serious contender for the next best technological advancement?  Lastly, most teachers believe they do not have enough time to learn or practice the latest technology breakthrough.  Enter the fascinating world of technology through a teacher development program, a venue that breaks through the aforementioned barriers to assist teachers in effectively bringing technology to the classroom.

In today’s world, students use computers and phones as if they were born with keypads in their hands.  When a teacher instructs students using technology, student interest is immediately piqued and lessons are often more immersive.  To learn this technology, it is important to thoroughly understand it yourself.  By practicing with other educators in an environment away from the stress of the classroom, teachers can share ideas, rehearse using the technology in a lesson plan, and give advice when the technology is mastered.  Giving a teacher development program meeting in a “text expo” format will entice teachers to try something new.

Social media is technology’s primary method of communication.  By creating a social media group for instructors via Twitter, Facebook, or another form of social media (depending on what may work within the firewalls of your district), educators can connect in real-time discussions of current technology topics, ask and respond to technology questions, and learn the latest technology news.

Ensure the meetings are interactive to keep everyone engaged.  At the end of the meeting, ask teachers to describe their favorite technology or the app they use most regularly. Be sure these apps and technological wonders are written down so each participant can have a copy emailed or sent to a form of social media discussed in your meeting.

Visit for more great ideas on how to make your teacher development program meetings productive and student-focused.


Creating an Effective Professional Development Plan

The goal of any professional development (PD) plan is student success. However, the road from a teacher development program meeting to the door of the classroom is oftentimes not as smooth as a newly paved highway.  In fact, many PD meetings are unintentionally subdued as a well-intentioned administrator addresses teachers and presents information, asks questions, and dismisses his or her audience.  With no input or spontaneity, educators leave more confused and distraught than when they arrived.

To create a more successful and open meeting, it is imperative for administrators to begin with a positive anecdote or comment.  After inviting input on the first chunk of information, the administrator can engender enthusiasm with an interactive technology, such as Twitter.  Many school districts now have a specifically-designated hashtag on Twitter for teachers and administrators to participate in synchronous conversations, ask questions about current topics, and tweet any questions or comments they are eager to have answered.

Other forms of technology are appearing daily, and a teacher development program is a phenomenal forum for educators to discuss what technologies they are utilizing in the classroom that they appreciate and students love.  When teachers can share information on how they help their students learn, everyone wins.

Before the PD meeting ends, ask teachers to share a short story of a funny or heartwarming event from their classrooms.  This may be a great time for a student-perspective technology story also.  End the meeting on a positive note and ensure that any information teachers want–such as web addresses or Twitter information–is provided to them within a day’s time, before the novelty of the idea becomes stale.

To create your perfect teacher development program, visit eSchool Solutions’ website at for the most innovative ideas to encourage your instructors to teach more effectively.

Implementation is Crucial to Professional Development Programs

Teaching students with different learning styles and abilities in a closed room with little guidance is an intimidating task.  To ensure teachers had the correct tools for the job, school districts began offering professional development for teachers.  With most of the programs focused on workshops, the experiences were intended to give the ultimate form of teaching in the least amount of time. According to a 2013 National School Boards Association’s (NSBA) Center for Public Education report, however, professional development (PD) programs are not inspiring their intended market; in fact, with over 90% of all educators nationwide participating in PD programs, the overall consensus was that the current PD program model was “abysmal,” and training was ineffective.  Keeping in mind that more than $2.5 billion in federal funds are spent annually for PD programs, Education Secretary Arne Duncan is less than positive about the results.  “As I go out [and] talk to great teachers around the country, when I ask them, ‘How much is that money improving their job or development?’ they either laugh or they cry,” recalls Secretary Duncan.

Knowing the current PD program is not working is the initial part of the solution.  The challenge is understanding what professional development for teachers is lacking and add that integral piece to the puzzle.  Fortunately, the answer is readily available:  implementation of new policies.  Because the PD programs address only new policies without regard as to how they will work in the classroom, educators wander back into their classrooms after a day of training, think about their new policy, and typically revert to their original style of teaching because they were not taught how to implement the newest policy into their everyday class experience.

The aforementioned NSBA report also stated that a new skill is thoroughly mastered only after it has been practiced over twenty times.  At that point, most teachers are comfortable enough with the new skill to pass it along to their students.  Given this insight, the focus of PD training should rest on the interactions between students and teachers while introducing new policies and procedures both parties will utilize. By taking a look at the “how” as well as the “what” of professional development for teachers, school districts should find higher rates of success for their teachers and students alike.

To learn how to effectively implement professional development ideas to your school or district, visit the eSchool website at