Not exact matches
Our
schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn
from each other how to create
effective school reform.
Kate Copping - Westgarth Primary
School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics
School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria
Effective Differentiation: Changing outcomes in a multi-campus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings
from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar:
School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for
reform Peta Ranieri - John Wollaston Anglican Community
School, Western Aus
School, Western Australia
Core courses and electives are taught by recognized leaders
from across Harvard's graduate programs in fields like data - based education
reform, organizational change and innovation, and
effective leadership strategies for urban
schools.
Third, particularly in urban districts, shifting authority
from school boards to an elected mayor may be a more
effective reform strategy than trying to get
school boards to step up.
Over a decade, this mandate would transform New American
Schools from a privately funded R&D center that would support only
effective whole -
school reform models into a savvy service provider for research teams that needed to market and fund their designs.
Applying districts must demonstrate a commitment to all four of the Race to the Top core
reform areas (college - and career - ready standards and assessments, robust data systems,
effective educators, and
school turnaround) and obtain sign off on their plans
from the district superintendent or CEO, local
school board president, and local teacher union or association president.
She conducted regional and national studies over the last 30 years on leadership preparation approaches and
school and district
reform initiatives, and published numerous books and articles on leadership preparation and its impact, including (with Linda Darling - Hammond and others) Preparing principals for a changing world: Lessons
from effective school leadership programs (Jossey - Bass, 2009).
These sweeping generalizations are very
effective in removing all blame
from the
school system and preventing education
reform efforts that could ensure that EVERY child receives the same quality of
schools and teachers that wealthy students enjoy.
From 2001 - 2005, CCE served as the National Turning Points Center, a New American
Schools - recognized reform model for creating high - performing middle schools, based on the principles and practices for effective middle schools outlined in the national Turning Points report (Carnegie Corporation,
Schools - recognized
reform model for creating high - performing middle
schools, based on the principles and practices for effective middle schools outlined in the national Turning Points report (Carnegie Corporation,
schools, based on the principles and practices for
effective middle
schools outlined in the national Turning Points report (Carnegie Corporation,
schools outlined in the national Turning Points report (Carnegie Corporation, 1989).
Conditions and Considerations for
Effective Development and Implementation of Personal Opportunity Plans by the Commonwealth, Districts, and
Schools contributes to the movement to shift
from standards - based to supports - based
reform that provides necessary resources so that every student has the opportunity to learn, succeed in
school, and craft a productive future with the support of counselors, teachers, and personal advocates.
Educators in the Marysville priority
schools have also participated in Washington Education Association and NEA - led professional development focused on cultural competency and
effective data use, in addition to traveling to national forums organized by PSC to share and learn
from other
school districts engaged in
school reform.
To transform their organizations
from compliance monitors into more
effective drivers of
reform, SEAs need to focus on leveraging the authority and funding they have to support
school improvement.
Randi and the AFT have blocked all sorts of promising
reforms,
from teacher evaluation methods to charter
schools to merit - based bonuses for
effective teachers.
Effective school transformation
from traditional norms and practices to those where students take control of their learning in a digital environment involves systemic
reforms.
Unfortunately, as Ravitch being the highlight portends, another perspective is almost wholly absent
from the discussion: that accountability exercised by parents through universal
school choice, not continued top - down accountability
from states or Washington, is the key to truly
effective education
reform.
Effective educational technology strategies must link the «Three Ts» — teaching, technology, and use of time — with overall whole -
school reform strategies and proven pedagogical practices to accelerate the pace of improvement and ensure that all students benefit
from the opportunity that digital learning offers.
The
School Leadership District Cohort is a professional learning community of four selected school districts from across the U.S. that will work hand - in - hand with the Bush Institute's Education Reform team to improve how they find, support, and keep effective princ
School Leadership District Cohort is a professional learning community of four selected
school districts from across the U.S. that will work hand - in - hand with the Bush Institute's Education Reform team to improve how they find, support, and keep effective princ
school districts
from across the U.S. that will work hand - in - hand with the Bush Institute's Education
Reform team to improve how they find, support, and keep
effective principals.
All but six states — Montana, Nebraska, Pennsylvania, Texas, Vermont, and Wyoming — have requested flexibility
from meeting onerous NCLB requirements in exchange for developing and implementing their own
reforms that prepare students for college and careers, improve the lowest - performing
schools, and support
effective teaching and leadership.
«This finding about the importance of tutoring is in line with other recent evidence pointing to dramatic gains
from intensive tutoring on its own, suggesting a good place to start for
effective and practical
reform at traditional public
schools,» wrote the authors, Julia Chabrier of J - Pal North America, Sarah Cohodes of Teachers College Columbia University, and Philip Oreopoulos of the economics department at the University of Toronto.
Our
schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn
from each other how to create
effective school reform.
For example, interventions that take place over the summer should be one small component of a larger support framework for high
school students as they transition
from high
school to college; developmental math
reforms should also attend to students» non-academic needs; and
effective math pedagogy should be integrated into all interventions intended to improve students» college math readiness.