Colleagueship, sharing ideas and bringing things into the school is hard to
do at classroom level.
Not exact matches
The research that Farrington drew on didn't show any evidence of specific interventions changing a student's innate
level of grit, but there was plenty of evidence that students» tendency to persevere
at academic tasks was highly responsive to changes in school and
classroom contexts.
In some ways, making change
at the
classroom level ought to be the easiest thing to
do because there's the least amount of bureaucracy involved.
... Things like, I guess, wisdom and experience and being able to link concepts together, ask probing questions that encourage students to think
at a deeper
level, giving quality feedback... just because a teacher's recorded a video to explain a concept, doesn't necessarily mean that students have to watch that
at home - they could be watching that in the
classroom while the teacher's working with another student on something that can't be automated.
But principal Michelle Tubbs, a veteran of the
classroom who holds a doctorate in education technology, had conducted a pilot program with blended learning
at an Alliance school in the city's Watts neighborhood, where the average freshman read and
did math
at the 4th - grade
level.
Although it may be feasible to
do this through brute force
at the
classroom level, attempting to
do so
at the individual student
level becomes effectively impossible.
Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur
at the school
level — it instead occurs
at the
level of individual
classrooms and teachers — capturing what's happening is difficult.
Once I have
done so, and developed a deep sense of trust within my
classroom, I am able to help my students achieve
at levels they may have never imagined.
For
classroom teachers, the more important question is one of practice: how
do we create rich environments where all students learn
at a high
level?
«Because of our national reach, we know what great things people are
doing at a state or network or
classroom level, so we want to highlight that.»
Our concern is that reviewing something that had not been fully implemented has not actually allowed people to have the capacity to participate in a review in a reflective way because really you've got to see how the curriculum is implemented, what sort of issues might arise
at a
classroom level, and if it's not implemented then I would question how you can
do that.
«I need a full range of problems within the
classroom so the kids are
doing the thinking, but they're
doing the thinking
at their
level... so rather than kids being bored because it's too easy... or not being able to
do the [problem], they're actually being given problems that are targeted specifically to their thinking.»
The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending
at the district
level; the percentage of per - pupil funding that goes to the
classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that
do not.
Program monitors are required to note, for example, if a pre-k
classroom doesn't have a «Block Building area with an adequate supply of blocks in varied sizes that is organized and labeled,» or «a private space for each child's possessions,» or a posted daily schedule that is «referenced daily, represented in pictures and words, and displayed
at children's eye
level.»
At the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to the
At the same time actions taken
at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to the
at «higher»
levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day
classroom practice as they engaged in sensemaking about the tools and policies provided to them.
Some principals, however, reported that student performance data (particularly formative data
at the
classroom level) related to targeted schoolimprovement goals (e.g., for reading, writing)
did enter into their discussions with teachers during regular teacher supervision processes.
«I've seen kids who might not have achieved as highly in a regular
classroom really achieve
at a much higher
level because they had the extra help and the extra options of the videos and time in class to talk about what they didn't understand, not just to try to copy down notes as quickly as they could,» Gironda said.
We feel now, as we felt then, that until we value, support and accredit the sorts of in -
classroom excellence
at least as much as we
do leadership and management, teaching will never enjoy equal
levels of status or success as other professions.
The principal introduces, • Instructional challenges (importance of knowing about challenges
at different proficiency
levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students
do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a
classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high
levels of collaboration and co-learning)
Next year, the school plans to take its behavior approach to the next
level: helping parents
do at home what teachers are
doing in the
classroom.
And while I may disagree with some very smart people (and yes this makes me nervous) about how they should be used (I lean towards principals using them on a micro
level, districts and beyond using them
at the macro, ie not to evaluate individual teachers, but schools, districts, etc) I don't think anyone can disagree on this hard fact: not every K - 12
classroom will be tested every year in a way that is rigorous or consistent enough for value - added analysis.
In his role
at the National Board, Lee focuses on the broadest
levels of education policy, but as a former teacher and principal, he's well aware that it can take a long time for policy changes to reach
classroom, if they
do at all.
The
Classroom Practice Continuum brings the Australian Professional Standards for Teachers to life by building out the Professional Practice Domain and articulating what teachers
at increasing
levels of expertise
do in the
classroom.
In our
classrooms today, we need to look
at the balance of all the things we try to accomplish — teachers are asked to
do an awful lot — but I don't think we should lose sight of the fact that in addition to teaching students and making sure their achievement
levels are high, teachers can also be a source of inspiration for kids that help them
do great things.
Despite its many benefits, reflection is a relatively uncommon professional practice (Gelter, 2003), suggesting that more must be
done at the university
level to encourage preservice teachers to take reflective practice with them into their future
classrooms.
The harder path of involving all teacher voices in identifying best practice in collaboration and calibrating on what
does collaboration look like in my
classroom at my grade
level will develop capacity in our system.
Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002)
did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices
at both the
classroom level and the school
level.
Despite the «knowledge» in its name, KIPP didn't launch with any uniform early - grade curriculum, instead trusting such choices to principals and teachers
at the building and
classroom levels.
For example, a study
at Stetson University in Florida showed that among fourth graders
at a public elementary school in the state, 37 % of boys reached proficiency
levels in co-ed classes, while 86 % of boys in single - sex
classrooms did (the boys in the study were matched so that they were statistically equivalent).
As a university professor, I have seen the results of this extreme focus on test - taking: These students score
at the highest
levels on tests that are reported in their admissions applications, but they score considerably lower on writing assessments, and most importantly, their performance in the
classroom does not measure up to the test scores.
In its plan to improve
classroom management, instruction, and rigorously align curriculum
at all
levels, the Cedarville leadership team found that Indistar «provided them with information and developed their capacity to
do much more than just plan and track progress.»
Teachers with students with higher incoming achievement
levels receive
classroom observation scores that are higher on average than those received by teachers whose incoming students are
at lower achievement
levels, and districts
do not have processes in place to address this bias.
The state and national standards for preparation of principals and superintendents have very little to
do with technology
at the district
level and certainly down to the
classroom level.
Research suggests that students
at nearly all
levels of achievement
do just as well in blended classes as they
do in traditional
classrooms.
«We've got so much research to support that students have a much better chance of being
at grade
level when they have a quality preschool experience,» said Atkinson, who added that
doing more to keep teachers in the
classroom and providing that
level of continuity in the
classroom for students was another critical area to address.
My gravitation toward grant seeking began as a way to solve a challenge that may be familiar to other English language acquisition teachers: ELLs
at higher
levels of proficiency don't need to be pulled from their general education
classrooms into specialized programs; they need their general education
classrooms to incorporate project - based learning that focuses on authentic, relevant, content - related activities.
-- Reuters picCHICAGO, March 28 — Apple Inc yesterday rolled out a new iPad and
classroom software aimed
at grabbing more of the US education market, but
did not cut the price of its entry -
level tablet despite schools flocking to laptops costing a third less.