Kevin Duden

The idea that disorganization by a teacher communicates disinterest is spot on. I remember a college professor who always seem to be flying by the seat of his pants- making stuff up as he went. It was very frustrating since the topic he taught was exactly why I was there and was related to my "major." I felt the college was almost using "bait and switch"- attracting students like me to this this specific program but putting their resources elsewhere.

Planning and organizing lessons/content leads to better outcomes and less stress.

Formative assessments are used "along the way" and summative are used "at the end."

Although it doesn't directly apply to me, it's still an interesting concept that would keep things organized and relevant.  It really makes no sense to teach concepts that don't fit with the purpose or lead to the next step.

Communication and organization are key. Lack of either will cause low morale and chaos.

The trauma-informed school part was very good. In my situation, 78% of offenders have 5+ adverse childhood experiences that obviously can affect how they behave in a school situation.

My situation is different (teaching :pre-release: to adult felons in a prison school), so some of the things don't really apply.  Happily, I have plenty of support and have sought out one veteran teacher who has really been a good sound board for ideas, etc.

The social media part really confirmed what I already do. I do not enter my place of employment or job in my profile so it's less likely anything I post can be taken as an "official stance" of my employer.  

I found the history of CTE interesting. I'm in a unique situation in that I teach "pre-release" classes to felons to prepare them for life on probation (financial literacy, employment and life skills). It doesn't fir onto the typical CTE format, but I'm inspired to try to create a quality program.