Teacher Tapp announced that nearly 90% of teachers have clear goals to improve their classroom practice, with consistent agreement across both elementary and secondary school educators. This announcement was made in a blog post on March 28.
According to Teacher Tapp’s report, 31% of teachers in each category said they “strongly agree” with the statement. The consistency in responses suggests a shared professional drive among educators to enhance their methods and classroom outcomes.
The same Teacher Tapp report revealed that teachers are proactively engaging with specific educational theories to inform their improvement efforts. Among respondents, 55% said they had read about cognitive load theory in the past year, 45% explored grit or growth mindset literature, and 40% reviewed content related to retrieval practice. These trends point to the growing interest in evidence-informed strategies to support student learning.
As per the New Jersey Education Association (NJEA), in New Jersey, teachers and school leaders are engaging in a six-part virtual professional development course focused on instructional coaching to enhance classroom practice and student learning. The program points to three coaching stances—cognitive, collaborative, and consulting—and guides participants through the phases of initiating, implementing, and reflecting on coaching. By developing coaching plans, collecting data, and overcoming resistance, educators aim to foster problem-solving, self-reflection, and continuous growth among teachers at all experience levels.
ELT Planning reports that Teacher Tapp is a free mobile application designed to gather daily insights from educators by posing three multiple-choice questions about their professional experiences. The app aims to amplify teachers’ voices, providing real-time data that informs educational policy and practice.
