The following post can also be found at Equality 101.
In an effort to continue the conversation about teacher sabbaticals, I have gathered some resources for further thinking by readers. I invite readers to peruse these sources so that we can expand and enrich our understanding of how sabbaticals can be used as professional development that sustains self-care, student-care, and school-care. Please also feel free to use these sources as a jumping off point to respond to the questions I posed last week:
• How are sabbaticals implemented at your school? Are they paid or unpaid?
• How many years must a teacher serve at your school in order for a sabbatical to be taken?
• What have teachers done at your school during their sabbatical and how has that contributed to their classroom practice, curriculum, and or larger school program?
The following 2005 article, “The Gift of Time: Benefits of Teacher Sabbaticals,” written by Kathleen Modenbach for Education World, discusses how teachers need extended periods of time beyond summer breaks to explore new content that will ultimately inform their practice.
Dorit Sasson’s 2007 article titled “Teacher Sabbaticals: The Pros of Taking a Leave of Absence in Teaching” not only poses important questions about taking sabbaticals but also offers some advice on when to take them.
Finally, the following is a 2007 video from the Fulbright Scholars Channel on You Tube. This video features SCAD Professor Marcia Neblett’s five-month exchange teaching life-drawing and printmaking at the University of Madras Government College of Fine Art in southern India. Teachers can also receive a Fulbright via the Fulbright Teacher Exchange Program and the Distinguished Fulbright Awards in Teaching Program. Neblett’s story can serve as a model for how teachers can engage in cross-cultural education and professional development within a global context.
Continue sending your thoughts and opinions on teacher sabbaticals this week for part 3 of this series next week.