Dennis works with
educators at all levels of school systems to clarify their most pressing issues, generate a range of potential solutions, and to measure progress accurately and with multiple indicators.
Not exact matches
They largely refused to acknowledge that poverty rather than
school quality was the root cause
of the educational problems
of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public
educators that students unlucky enough to live in poverty shouldn't be expected to achieve
at high
levels — and public
educators shouldn't be expected to get them there.
In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade
level rather than sending them to another teacher
at the end
of the
school year — was initially advocated by early 20th - century Austrian
educator Rudolf Steiner and since has been used successfully for years in Europe.
She suggests
schools take advantage
of the expertise available from adult literacy and military
educators who have developed programs for older,
at - risk students in public
schools who reach the secondary
level without basic skills.
In the world
of schooling, the majority
of highly successful turnaround cases seem to be those where an individual
educator had not only the right idea about instruction, but also the tenacity to bend or break those rules that would have prevented meaningful changes
at the
school level.
Receives Recognition for its Innovative Online Professional Development WIDE World (Wide - scale Interactive Development for
Educators)
at the Harvard Graduate
School of Education has won a Best Practices in Distance Learning Programming Award
at the Platinum
Level, the highest level possible, from the United States Distance Learning Associa
Level, the highest
level possible, from the United States Distance Learning Associa
level possible, from the United States Distance Learning Association.
SchoolWorks provides support to
educators at all
levels, from individual
schools to districts, state departments
of education, and private foundations.
Based on the literature reviews, observations in the
schools and meetings with the departments
at the Ministry
of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which
educators can develop and share best game - based learning practices; (2) promote a culture
of collaboration through the Quality Education Circles (local discussion groups for
educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for
schools in the form
of workshops and training; and (4) create a monitoring and evaluation plan to be conducted
at the
school level.
98, an eighth - grade counselor
at Melrose Veterans Memorial Middle
School in Massachusetts (Jacob's district), says that in the past few years, her district has put a lot of effort into helping educators at all levels — elementary through high school — get the training they
School in Massachusetts (Jacob's district), says that in the past few years, her district has put a lot
of effort into helping
educators at all
levels — elementary through high
school — get the training they
school — get the training they need.
Also, Internet allows the creation
of teachers and students networks
at local, national and international
levels, uniting
schools driven by principles
of horizontal interactions between learners who are also
educators and
educators who are also learners, such as the Rede Mundial de Escolas Democráticas (Global Network
of Democratic Schoolshttp: / / www.democraticeducation.org /).
Regardless
of what we learn about promising interventions (for example, to mediate
educators» implicit biases, or for positive behavioral supports), these interventions need to be implemented
at the
school level to work.
She talks passionately about her belief that
school improvement is possible, that
educators can feel empowered instead
of hopeless, and that every child can learn
at high
levels and achieve success.
Can
educators — in charters and in other types
of schools — say that their students are well prepared for life and further learning if they can't read or do math
at grade
level?
Although these rules are most appropriate for
educators at the building
level, governing boards and central office personnel need to be aware
of them in order to ensure
school safety by developing sound policies in consultation with their legal advisors to better protect the safety
of all students in their care.
But, what are some
of the possible implications
of TEENSLEEP for
educators — I suppose
at a very basic
level it could change completely the way that
schools open and close, the opening and closing times?
The survey results presented in this report offer important insights into:
educators» perspectives on issues related to student engagement and motivation; the
levels of engagement and motivation among students
at respondents»
schools; potential strategies and solutions; and a range
of related topics.
Activities that create a mutual understanding
of curriculum requirements
at both
levels and
of the young adolescent learner will help
educators at both
levels to develop a high
school transition program to meet the particular needs
of their students.
The key is making sure that
schools and
educators have the tools to provide students with the kind
of education they need to clear the bar, including resources, the ability to build teams
of excellent
educators, and enough flexibility
at the
school level to adjust the length
of the
school day and year (among other things).
3 — English: Censorship and Selection in Middle and High
School Classrooms, sponsored by the University
of Wisconsin - Madison, for secondary -
level educators, librarians, curriculum developers, and administrators,
at the Pyle Center in Madison, Wis..
The Executive Leadership Program for
Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development
of teams
of high -
level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve
school leadership and its impact on student achievement.
6 — Middle
schools: Best Practices: Reading at the Middle Level, sponsored by the New England League of Middle Schools, for educators, in Topsfield,
schools: Best Practices: Reading
at the Middle
Level, sponsored by the New England League
of Middle
Schools, for educators, in Topsfield,
Schools, for
educators, in Topsfield, Mass..
We are advocating for
educators and
school leaders
at the local and state
level in support
of evidence - based best practices and policies that promote effective teaching.
Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade
educators that the most promising strategy for meeting the challenge
of helping all students learn
at high
levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own
schools and districts into PLCs.
We all know that being an
educator today has its share
of challenges and responsibilities: ensuring all students achieve
at high
levels, acquiring the skills and expertise to support 21st century learning, making sure that cows don't collide with departing
school buses... Well, most
educators don't have to address this last responsibility, unless you're in Prosser, WA - a small town located about 50 miles from Yakima.
Kathlene Holmes has more than 15 years
of experience as a
school consultant, college administrator, and
educator at the elementary and undergraduate
levels.
Our forthcoming results from a series
of school level studies
at the middle
school level produced similar results and raise questions about the appropriateness
of using state test results to rank or evaluate teachers or make any potentially life - impacting decisions about
educators or children.
Educators for Excellence's National Board
of Directors brings diverse professional expertise and experience to their critical role
of providing governance and strategic advice for how we can support positive teacher - led change
at the
school, district, state, and federal
levels.
Educators know that there is no consistency in the meaning
of letter grades on report cards across classrooms
at the same grade
level within the same building, let alone across
schools or districts.
Focusing on the causes and consequences
of a less - experienced teaching force, a report released this month by the Carnegie Foundation for the Advancement
of Teaching
at Stanford, examines escalating
levels of teacher attrition in public
schools and also offers promising solutions aimed
at keeping new
educators in the profession and helping them to become better faster.
Since my first blog post generated a response from a high
school teacher wondering about what the Forum will offer for educators at the secondary level, I thought I'd feature one of our PreForum workshops today: Optimizing the High School Exper
school teacher wondering about what the Forum will offer for
educators at the secondary
level, I thought I'd feature one
of our PreForum workshops today: Optimizing the High
School Exper
School Experience.
Educators can implement a variety
of instructional and management practices
at the
school and classroom
levels that encourage students to develop a sense
of responsibility.
Educators Alarmed: Black, Latino High
School Students Performing
at Academic
Levels of 30 Years Ago Executive Director LaShawn Routé Chatmon was interviewed for this article, along with Amy Wilkins, vice president for government affairs and communications
at the Education Trust; Dominique Apollon, research director
of the Applied Research Center; and Pedro Noguera, professor
of education
at New York University.
In her long career as an
educator, she has served as a senior high
school English teacher, a director
of staff development
at the district
level, and a regional
school improvement facilitator.
At the
school level,
educators create tests to measure their students» understanding
of specific content or the effective application
of critical thinking skills.
At all
levels, undergraduate to doctoral, we prepare
educators to make a difference in
schools and in the lives
of students.
In addition to being a key - team member for many
of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for
Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg
Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies
at local, state and national
levels.
Among several benefits
of the Concurrent Courses initiative, the report notes, were the establishment
of new college - high
school partnerships and the expansion
of existing ones - as well as a better understanding between
educators at both
levels of what was needed to help the students succeed.
This holistic approach has yielded results in places like Putnam City West High
School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade
School in Oklahoma City, where
educators have engaged parents and the community to boost the graduation rate
of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including
at Culley Elementary
School, a «high achieving» school where only five years ago, less than a quarter of students were at grade
School, a «high achieving»
school where only five years ago, less than a quarter of students were at grade
school where only five years ago, less than a quarter
of students were
at grade
level.
Educators at all grade
levels along with
school and community librarians are committed to having students read great works
of literature, and these groups often work cooperatively to make sure that these titles remain accessible.
A recent study conducted by the Council for Basic Education confirms what many
educators have feared: The curriculum is narrowing as
schools zero in on reading, writing, and math
at the expense
of the arts, foreign languages, and elementary -
level social studies.
At the federal
level, it calls on the U.S. Congress and Obama Administration to overhaul «No Child Left Behind» and «to reduce the testing mandates, promote multiple forms
of evidence
of student learning and
school quality in accountability, and not mandate any fixed role for the use
of student test scores in evaluating
educators.»
Judith Conk is an
educator who has taught and administered
at all
levels of education from preschool to graduate
school in a career that spans almost 40 years.
Laws exist
at both federal and state
levels that include mandates for
educators, but many
school administrators are not aware
of recent changes that may impact them.
The Success Highways Resiliency Assessments provide
educators at the district and
school levels with actionable data about the social and emotional needs
of their students.
ASCD honored Price Laboratory
School because of the intentional and specific steps its educators took to ensure that students at every level — from preschoolers to high school juniors and seniors — are healthy, safe, engaged, supported, and chall
School because
of the intentional and specific steps its
educators took to ensure that students
at every
level — from preschoolers to high
school juniors and seniors — are healthy, safe, engaged, supported, and chall
school juniors and seniors — are healthy, safe, engaged, supported, and challenged.
If
educators in your
school, like many
of the survey respondents, feel their voices aren't heard
at the national
level, encourage them to join you in becoming an ASCD Educator Advocate.
In 2006, the Michigan Department
of Education in conjunction with state
school improvement specialists and educators developed the Michigan School Improvement Framework to assist in the establishment of a common understanding of school improvement processes, common vocabulary and common tools to use at the building and district
school improvement specialists and
educators developed the Michigan
School Improvement Framework to assist in the establishment of a common understanding of school improvement processes, common vocabulary and common tools to use at the building and district
School Improvement Framework to assist in the establishment
of a common understanding
of school improvement processes, common vocabulary and common tools to use at the building and district
school improvement processes, common vocabulary and common tools to use
at the building and district
level.
The book includes the following papers: (1) «The Middle
School: Mimicking the Success Routes of the Information Age» (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle - level education; (2) «Middle Schools and Their Impact on Talent Development» (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes of middle school and gifted educators and the other which looked at current best practices; (3) «Gifted Learners and the Middle School: Problem or Promise?&
School: Mimicking the Success Routes
of the Information Age» (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle -
level education; (2) «Middle
Schools and Their Impact on Talent Development» (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes
of middle
school and gifted educators and the other which looked at current best practices; (3) «Gifted Learners and the Middle School: Problem or Promise?&
school and gifted
educators and the other which looked
at current best practices; (3) «Gifted Learners and the Middle
School: Problem or Promise?&
School: Problem or Promise?»
Don't miss the first nationwide survey
of educators at all
levels that strives to give everyone a voice in the state
of school climate & culture in 2016.
Three cheers to a front - line
educator for kicking off a new genre
of non-fiction writing in education: a practical guide for dramatic
school improvement that proves that children from every background can achieve
at high
levels when we as adults get our part right.»