Sentences with phrase «collective teacher autonomy»

Not exact matches

Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge originally identified ten potential areas in which teachers could secure collective autonomy in schools, when conducting research for the book Trusting Teachers with School teachers could secure collective autonomy in schools, when conducting research for the book Trusting Teachers with School Teachers with School Success.

Specifically, teachers who reported having less classroom autonomy and lower levels of collective faculty input in school decisions were more likely to leave their schools, the report states.

This resource features all the known K - 12 public schools where teachers have collective autonomy to make decisions influencing school success.

Trusting Teachers with School Success is a book about the practices teachers embrace when they have collective autonomy to make the decisions influencing school Teachers with School Success is a book about the practices teachers embrace when they have collective autonomy to make the decisions influencing school teachers embrace when they have collective autonomy to make the decisions influencing school success.

In Trusting Teachers with School Success: What Happens When Teachers Call the Shots, Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge found that when teachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organiTeachers with School Success: What Happens When Teachers Call the Shots, Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge found that when teachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organiTeachers Call the Shots, Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge found that when teachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organiteachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organizations.

Collective accountability coupled with collaborative autonomy attracts great teachers to MSLA — and helps keep them there.

The first line in the NEA Commission on Effective Teachers and Teaching report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students» (2011).

Teachers should seek collective autonomy to make big - picture school and program level decisions — such as those about budget allocation, selecting colleagues, discipline policy, and more.

There are many ways to secure collective autonomy to run a teacher - powered school.

Traditionally this autonomy has taken the form of greater freedom in hiring (and firing) teachers and school leaders (in most states charter school employees are not required to be part of the district collective bargaining unit), developing budgets, choosing curriculum, procuring supplies and contracting with vendors, and shaping the school calendar (through longer days and / or extended school years).23

Providing teachers greater autonomy and influence over important decisions will help to build collective efficacy.»

While most ongoing sensemaking occurs through individual reflection, when teachers feel that their legitimacy is threatened (as when faced with a policy that they believe stifles their creativity, takes their autonomy away, or threatens their professional judgment), they are more likely to engage in collective sense - making.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»