A comprehensive framework
for effective school improvement.
Not exact matches
While we appreciate your interest in our
school meal program, we believe our direct work with nutrition experts, health advocates, the community,
schools and students is the most
effective strategy
for our continued success and
improvement.
Effective food policy actions are part of a comprehensive approach to improving nutrition environments, defined as those factors that influence food access.1
Improvements in the nutritional quality of all foods and beverages served and sold in
schools have been recommended to protect the nutritional health of children, especially children who live in low - resource communities.2 As legislated by the US Congress, the 2010 Healthy Hunger - Free Kids Act (HHFKA) updated the meal patterns and nutrition standards
for the National
School Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other veget
School Lunch Program and the
School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other veget
School Breakfast Program to align with the 2010 Dietary Guidelines
for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013
school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other veget
school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements
for beans / peas as well as dark green, red / orange, starchy, and other vegetables.
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
An evaluation of A-Plus can reveal whether the prospect of competition, in the form of vouchers offered to students at chronically failing
schools, represents an
effective incentive
for improvement.
Further research has also shown that the potential benefits of the programme go wider than pupil health, with FFL
schools «consistently reporting that FFL had contributed to their
school improvement agendas, helping improve attainment, behaviour and
school environments» and that the experiential learning resulting from Food
for Life activity «appears to have been particularly
effective at helping engage or re-engage pupils with learning issues and challenges.»
While planning
for the
effective implementation of a greater focus on computer science is essential, of equal importance to
schools is the preparation
for the
effective and appropriate use of technology to support
school improvement.
Effective professional development is often seen as vital to
school success and teacher satisfaction, but it has also been criticized
for its cost, often vaguely determined goals, and
for the lack of data on resulting teacher and
school improvement that characterizes many efforts.
Reacting to the concerns of local
school districts, the Alaska State Board of Education has endorsed a concept that will recognize «local diversity» in the implementation of a plan
for a statewide
school -
improvement proposed by the Governor's Task Force on
Effective Schooling.
As has been shown in places like Houston and Lawrence, Massachusetts, high - dosage tutoring can be an
effective lever
for school improvement.
Moe,
for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only
effective way to drive
school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.
Even with just 8,600
schools in need of
improvement, it is not possible
for state education agencies to develop and implement
effective turnaround strategies, no matter how much money is available.
Pricing is very competitive
for schools budgets and is surprisingly
effective for the cost outlay, giving more
improvement per # 1 spent than many other edtech opportunities.
The Australian Council
for Educational Research, in its publication, Partnering
for School Improvement, has identified a number of
schools that have established
effective partnerships that have led to improved student outcomes.
It identifies how the most
effective leaders and
schools are creating self - improving
schools that generate sustainable, long - term
improvements for staff and students.
Paris, an international expert on literacy, says: «In my experiences working with
school improvement teams, every
effective innovation had a deeply engaged principal who worked alongside teachers to understand and implement new techniques
for teaching and learning.»
Examples of these modules include change
for improvement, leading staff and teams,
school self - evaluation,
effective partnership working and leading professional development.
In this webinar, the former chief academic officer
for Partnerships to Uplift Communities
Schools and now the current chief implementation officer at BloomBoard, Kelly Montes De Oca, will discuss how you can drive more
effective professional learning across your
school or district by using a framework
for instructional
improvement focused on data and mastery rather than seat time and credit hours.
Assessing the Quality of Common Core State Standards
for Mathematics Educational Researcher, May 2011 Commenting on «Common Core Standards: The New U.S. Intended Curriculum,» the authors whether the CCSS are an
improvement over most state mathematics standards and question whether
schools and districts have the capacity to support
effective implementation.
Based on the largest - ever analysis of research on
effective school leaders, our
school - level leadership PD guides principals in choosing the right focus
for school improvement efforts; effectively leading changes in your
school; and transforming your
school culture into a purposeful community that believes it can make a difference.
With the support of a dynamic
school board, Mr. Runcie developed a strategic plan
for the district focusing on three key areas: high - quality instruction, continuous
improvement, and more
effective communications.
Whether the measure is graduation rates, improved instructional quality, last year's
improvement in the lowest - performing
schools targeted
for special intervention, a nation - leading new collective - bargaining agreement, the addition of many new high - quality public
schools, increased parental choice, or a material increase in the proportion of
effective teachers, the arrow is pointed decidedly up in Newark.
By the end of two years, the goal is
for each state and district team to have well - trained leaders who have had extensive practice in
effective problem - solving approaches and to apply them in ways that result in significant
improvements in education leadership practices and student learning at the state, district, and
school levels.
Further, it's equally silly
for Burris to say «democratically governed public
schools are the most
effective and ethical means to
improvement,» rather than the new options provided by
school reformers.
The MOISD supports
school improvement efforts, provides cost -
effective business solutions, offers programs
for students, helps parents, and works within our community to maximize resources
for all families.
The data presented analyzes and compares the 2013 - 14
school discipline data
for every district in the state that helped uncover promising practices and examples of
effective educational accountability while at the same time highlighting the numerous areas
for improvement and the deeper systemic issues that still need to be addressed.
Their yearlong effort to build schoolwide civic learning illustrates how civics can be an
effective conduit
for connecting curriculum and leadership practices:
School improvement becomes both a collective endeavor and a means
for teaching active citizenship.
4 - 6 My
school administrator is
effective in building community support
for the
school's
improvement efforts.
Transformational leadership coaching, as a model
for professional development and
school improvement, is an
effective way to accomplish this objective.
Founded in 2008 as a collaboration between the Center
for Effective Philanthropy and the Bill & Melinda Gates Foundation, YouthTruth works with
schools across the country to use student feedback as guidance
for school improvements.
This «shot gun» of «hit and miss» approach to
school - wide
improvements, while it has resulted in some benefits
for students, can never be completely
effective.
An
effective principal also makes sure that notion of academic success
for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning
improvement agenda that focuses on goals
for student progress.7 One middle
school teacher described what adopting the vision meant
for her.
Research from the Center
for Educational Effectiveness and the Baker Evaluation Research Consulting groups shows
improvements in important skills and characteristics, such as high levels of collaboration and communication, high standards and expectations
for all students,
effective school leadership, and increased family and community involvement.
Working with the Diocese of Coventry and the National Society, EdisonLearning have explored this challenge in depth to develop the Features of Highly
Effective Church
Schools, the foundation of a distinctive school improvement programme for church s
Schools, the foundation of a distinctive
school improvement programme
for church
schoolsschools.
From this beginning, our approach brings together what we believe to be the three essential principles of
effective school improvement — tools and resources designed to inspire and facilitate new and better ways of working, implemented with the support of expert and experienced advisers through a proven and quality assured implementation process that provides leaders and governors with clarity around impact, sustainability and value
for money.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the
effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The
school leader pressing
for high academic standards would,
for example, map out rigorous targets
for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding
for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41
The Features of Highly
Effective Schools provides an immensely valuable reference point for these schools, but for church schools, there is also the matter of church school distinctiveness to consider — what does a highly effective church school look like, and can church school distinctiveness be integrated within a coherent school improvement and professional development programme such as the Partner Schools P
Effective Schools provides an immensely valuable reference point for these schools, but for church schools, there is also the matter of church school distinctiveness to consider — what does a highly effective church school look like, and can church school distinctiveness be integrated within a coherent school improvement and professional development programme such as the Partner Schools Pro
Schools provides an immensely valuable reference point
for these
schools, but for church schools, there is also the matter of church school distinctiveness to consider — what does a highly effective church school look like, and can church school distinctiveness be integrated within a coherent school improvement and professional development programme such as the Partner Schools Pro
schools, but
for church
schools, there is also the matter of church school distinctiveness to consider — what does a highly effective church school look like, and can church school distinctiveness be integrated within a coherent school improvement and professional development programme such as the Partner Schools Pro
schools, there is also the matter of church
school distinctiveness to consider — what does a highly
effective church school look like, and can church school distinctiveness be integrated within a coherent school improvement and professional development programme such as the Partner Schools P
effective church
school look like, and can church
school distinctiveness be integrated within a coherent
school improvement and professional development programme such as the Partner
Schools Pro
Schools Programme?
The Center
for Educational
Improvement (CEI) researches the most
effective ways to infuse 21st century science, technology, engineering, and mathematics (STEM) curricula and strategies into classrooms,
schools, and
school districts.
It seemed to me that if we could better understand the phenomenon of producing change - ready
schools (those that value change and seek changes that will improve their
schools), we could develop a more
effective strategy
for pursuing continuous
school improvement.
This guidance report sits alongside the EEF's other guidance reports — focused on literacy, maths,
effective implementation and making best use of teaching assistants — providing the basis
for an overall advance towards evidence - informed
school improvement.
Before joining the Mayor's Office, she was a
school improvement and turnaround specialist
for the Indiana Department of Education, where she coached principals in 56
schools on
effective school improvement planning and intervention.
Rather than using data to create a laundry list of «what's going wrong with our
schools» or to assign blame to a group or individual, it is more
effective to look at equity - related data with the goal of building capacity
for improvement.
What evidence do you have of student achievement, attendance, parental involvement, student behaviors, teacher retainment, course selections, graduation rate, instructional practices, teacher collaboration, polices and procedures that are
effective, overall satisfaction with your
school and other factors that can support the frame
for continuous
improvement?
Performance - based compensation systems should be developed and implemented as one component of the district
school improvement plan and be linked to policies
for recruiting and retaining highly
effective principals.
An
effective principal is essential
for a successful
school (Louis et al., 2010), and critical
for school improvement in low performing
schools (WestEd, 2014).
Thinking about whether
school partnerships drive effective school improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and atten
school partnerships drive
effective school improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and atten
school improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and
improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising
school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and atten
school - to -
school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and atten
school partnership working; additional support from
School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and atten
School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and
Improvement Partners (SIPs); additional training in Assessment
for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attendance.
NEA members are working to make sure new teacher evaluation systems, a requirement
for priority
schools with
School Improvement Grant funding, are workable, fair and
effective.
Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center
for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high
schools in order to give
school and district leaders, as well as education funders, better information to inform
improvement efforts.»
For commissioners to be
effective in delivering
school improvement they must improve relationships with
schools, communities, local authorities and Ofsted, says the report.
In using ARRA funds, states and
school divisions must advance core reforms identified in the legislation, including: implementation of college - and career - ready standards and assessments
for all students; establishment of preschool to postsecondary and career longitudinal data systems;
improvement in teacher quality — especially
for students most at risk of academic failure; and
improvement of low - performing
schools through
effective interventions.