Not exact matches
In an article
on National Review Online, Jeb Bush describes what he sees as the reforms that are the key to raising
student achievement,
focusing on standards and accountability,
including the Common Core.
Despite the need to keep the
focus on academic
achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help
students learn, so it
includes evaluation of classroom skills as part of its teacher compensation system.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic
achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy,
including control over their budget, personnel, and culture); and
Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developm
Focus on Results (scores
on standardized tests and other objective measures are coupled with a
focus on character developm
focus on character development).
The rubric we use
includes teacher and counselor recommendations
focusing on social - emotional issues in conjunction with
student achievement and attendance data.
They
include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who
focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the
achievement gap of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.
There was — and will continue to be — much to argue about,
including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like
focus on student achievement, to a system that had become unmanageable and unproductive.
«The negative consequences of the current overwhelming
focus on preparation for standardized tests
include narrowed curricula, developmentally inappropriate instructional practices, decreases in
student engagement, stagnant
achievement gaps and rising minority dropout rates,» said subcommittee member and Winchester second grade teacher David Krane.
Next school year, Cheatham said, in addition to building
on student achievement gains, the district plans to put special
focus on middle schools through steps
including increased teacher training and more
student mentoring and career development opportunities.
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 level.
Some of the hallmarks of the plan
include a
focus on ensuring Ready Graduates by supporting more early college coursework and industry certification attainment, a renewed accountability and support
focus on improving
achievement and growth for all
students, and elevating a continuum of interventions for the state's lowest performing schools.
Strong technical skills, particularly in integrating technology in the classroom to drive academic
achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign
on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based
on state standards Participation in all TAP requirements,
focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops
student critical thinking and problem solving skills Prepare
students for strong academic
achievement and passing of all required assessments Communicate regularly with parents Continually assess
student progress toward mastery of standards and keep
students and parents well informed of
student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs
students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the
students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties
including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
A great deal of
focus, both at the federal and state level, has been placed
on expanding access to early education programs —
including preschool and kindergarten — as a way to close
achievement gaps between
student subgroups.
The benefits of aligning teacher and leader evaluation models
include an unwavering
focus on student achievement.
While federal legislation calls for «multiple up - to - date measures of
student academic
achievement,
including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting
focus on lower - level skill that can be measured
on standardized mostly multiple - choice tests.
However, most of these tests are multiple choice, standardized measures of
achievement, which have had a number of unintended consequences,
including: narrowing of the academic curriculum and experiences of
students (especially in schools serving our most school - dependent children); a
focus on recognizing right answers to lower - level questions rather than
on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.
TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally
Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based
on multiple; measures of performance,
including student achievement gains and teachers» instructional practices).
«I am most excited that the plan
includes an unprecedented
focus on closing Kentucky's
achievement gaps, emphasis
on students» readiness for success in careers and postsecondary education, and a much more transparent and easy to understand rating system for schools.»
· Increase
student achievement results, in areas
including PSAT / SAT, AP Exams, and State of Illinois required exams, and other high stakes assessments scores, through coaching
focused on improving the quality of classroom instruction.
This model
focuses on four key areas: (a) providing authentic supervised training and experience for teacher candidates and new teachers; (b) enhancing PK - 12
student achievement including diverse
student populations, (c) serving as a site for professional development of teachers, and (d) supporting research and inquiry about teaching and learning (Clark, 1999; The Holmes Group, 1990; Love et al., 1996).
Topics
include: • The importance of quality policies and by - laws • Agendas that work • Building consensus and coalitions for action • Budgeting protocols that
focus on student achievement • Building a high functioning team that dedicated to making decisions
on behalf of
students Presenter: Owens Saylor, KASA March 6, 2018 • 9 a.m. to 3 p.m. CT • Bowling Green • $ 179 (or register for all modules for $ 899)
Changing the current evaluation system to
focus on improved
student outcomes,
including objective measures of
student growth, is critical to improving teacher effectiveness, raising
student achievement, and meeting the objectives of the federal «No Child Left Behind Act of 2001.»
The domains and practices overlap, with some consistent threads tying them together,
including the need for clear goals and expectations, for tailored support, and for accountability to encourage a positive environment that is
focused on improving
student achievement in the lowest performing schools.
Included in this strand are topics that
focus on how to use data to showcase
student achievements, drive positive change, build high quality programs, assess progress, and plan staff development.
Although
focused on these three areas, the training will
include a review of all of the aforementioned gifted and regular education pedagogy and concepts to culminate in creating rigorous and engaging lesson plans and adapting Bright IDEA units that will result in an impact
student achievement and gifted potential.
Closing
achievement and graduation rate gaps requires comprehensive school reform that
includes a
focus on a positive school climate that meets and develops the academic, social, and emotional needs of every
student.
Linked Learning is the right fit for
students of all
achievement levels and aspirations, with an essential commitment to equity and a
focus on improving postsecondary and career outcomes for all
students,
including students of color and
students from low - income backgrounds.
He has published numerous articles
on improving
student achievement, and his books include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention; Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of Achievement in Your School and Classroom, and Using Data to Focus Instructional I
achievement, and his books
include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention; Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of
Achievement in Your School and Classroom, and Using Data to Focus Instructional I
Achievement in Your School and Classroom, and Using Data to
Focus Instructional Improvement.
Reach has as its core mission the improvement of
student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices,
including LDC, that empower teachers with effective practices, and a
focus on a set of core habits (
student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall
include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized
focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll
students; (iii) the organization of the school by ages of
students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll
students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to
students,
including research
on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient
students, if applicable, to learn English and learn content matter,
including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school,
including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all
students,
on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic
achievement; (xv) a
student recruitment and retention plan,
including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a
student population that, when compared to
students in similar grades in schools from which the charter school is expected to enroll
students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Language Acquisition in Diverse Classrooms
Focusing on Language and Academic Instructional Renewal (FLAIR) Increase cognitive growth and academic
achievement in reading for all
students,
including linguistically diverse
students, through an intensive language - across - the - curriculum program.
This
includes schools
focused on closing the
achievement gap for low - income
students, like KIPP.
Greater attention is being given by education and political leaders for a
focus on student achievement to
include both college and career readiness.
Throughout an education career that has
included roles as a teacher, administrator, and principal; Tara has implemented a culture of high expectations, driven by rigorous teaching and learning, and with a single
focus on raising
student achievement.
For more than a decade, there has been a growing interest in and
focus on accountability
including the measurement of
students» academic
achievement.
A Dream Team is a way of creating a «village» around
student achievement; it
includes parents, caregivers, siblings, community members (such as a pastor or a coach), teachers, and peers to capitalize
on focusing loving and supportive individuals in
students» lives to help them articulate their aspirations and convert their dreams into goals.
While
focusing on educating the entire
student, the Archdiocese of Chicago also provides a list of its tangible
achievements,
including above average scores, high graduation rates, and the highest number of US Department of Education Blue Ribbon schools of any school district.