To successfully manage performance metrics and evaluate ROI of the training, you'll need to have the right technical infrastructure and a good model
of learning improvement.
The model sees teachers use a
collaborative Learning Improvement Cycle — identifying a problem, developing, reflecting on and adapting a solution, and evaluating its impact.
The focus in
learning improvement science is on learning from the professional learning interventions rather than a large, high - stakes investment in the intervention itself.
If you're looking to take formative assessment from theory to practice — and from practice to
genuine learning improvement — this is the place to begin.
Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A. Russell, Catherine Samuelson and Theresa Ling Yeh, Leadership
for Learning Improvement in Urban Schools, University of Washington, 2009, 55.
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.
Effective principals need strong instructional and leadership skills to promote growth in student learning, manage their human capital, develop and support teachers, use data to drive
student learning improvements, and build a culture of high expectations for the adults and students in the building.
Buchanan says the school is still using the same idea and principles, focusing on one priority area at a time, but also Simon Breakspear's work
on learning improvement sprints.
Incremental learning improvements, using existing tools, followed by step - by - step processes in portrait or landscape view on a tablet, phone, or laptop, will create incremental learning in an organization.
District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators» participation in teaching and
learning improvement efforts.
Districts that invest heavily in better training and support for their principals, only to treat them as ciphers once they are hired, are a long way from cultivating the brand of leadership described in this report, which holds that authority and responsibility must be broadly exercised in order to create
sustainable learning improvements schoolwide.
Either way, the SD835 shall apparently focus on battery life, immersive AR and VR, capture, connectivity, security and
machine learning improvements over last year's 820 and 821.
Relation of
Learning Improvement Motivation, Mathematics Achievement Emotions and Mathematics Achievement: Focusing on Male and Female Students of Middle School in Kangnam
Seashore Louis, Leithwood et al., Learning from Leadership; Bradley S. Portin, Michael S. Knapp et al., Leadership for
Learning Improvement in Urban Schools, University of Washington, 2009.
The one - day convening, «Pathways to Strong Early Learning Environments: Making High Impact Decisions and
Learning Improvements,» was the first in what will be many efforts to bring together early education leaders through the Saul Zaentz Professional Learning Academy.
How Leaders Invest Staffing Resources for
Learning Improvement, Margaret L. Plecki, Michael S. Knapp, Tino Castaneda, Tom Halverson, Robin LaSota and Chad Lochmiller, University of Washington, 2009.
That can require a shift in how central office employees conceive of their work, so that they focus less on what they are used to - compliance - and more on «strengthening principals» instructional leadership as a key lever for teaching and
learning improvement in schools,» as University of Washington researchers put it.29
Margaret L. Plecki, Michael S. Knapp et al., How Leaders Invest Staffing Resources for
Learning Improvement, University of Washington, 2009, vii.
Meredith I. Honig, Michael A. Copland, Lydia Rainey, Juli Anna Lorton, Morena Newton, Central Office Transformation for District - Wide Teaching and
Learning Improvement, University of Washington, 2010, 3.
Her recent publications address how school district central offices can fundamentally transform how they work to support districtwide teaching and
learning improvement.
The experiences of the school systems we studied highlight how central offices can directly support districtwide teaching and
learning improvement.
Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and
learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.
The article based on a Wallace Foundation study, «Central Office Transformation for Districtwide Teaching and
Learning Improvement» by Dr. Michael A. Copland and Dr. Meredith I. Honig is featured in School Administrators December issue.
The report urges that, rather than remaining in the background focused on «buses, budgets and buildings,» central offices must work closely with school principals and turn the attention of all staffers to teaching and
learning improvement.
Few prescriptions move beyond broad principles, such as «create greater coherence» or «develop superintendent leadership,» to specify in sufficient detail what a central office can do to help schools build their capacity for teaching and
learning improvement.
To read the Wallace report, Central Office Transformation for District - Wide Teaching and
Learning Improvement, please click here.
PLC districts, schools and teams take responsibility for
the learning improvement of all students and do so in collaborative ways that embed the PLC philosophy at all levels of a school system.
Other problem - solving tools — scatter diagrams, lotus diagrams, force field analysis, and others — contribute to
learning improvement for all students.
States must send strong messages that high - quality internships for aspiring principals are essential to prepare future school administrators who are able to effectively lead teaching and
learning improvement.
Ultimately, this approach relies on hoping for some kind of superpower of a school leader and her team to go it alone and achieve
the learning improvement that many others failed to bring about.
What #school districts do w / funds, staff and time often has relation to
their learning improvement priorities.
Rather than remain in the background focused on «buses, budgets and buildings,» central offices must work closely with school principals and turn the attention of all staffers to teaching and
learning improvement, the report finds.
The other two are: Leadership for
Learning Improvement in Urban Schools reports on how urban school leaders help improve student learning by setting high expectations for their schools, provide meaningful staff training, and organize teachers to share leadership for carrying out improvement agendas.
The study, Central Office Transformation for District - Wide Teaching and
Learning Improvement, uncovers the daily practices of administrators in three districts with transformation efforts under way: Atlanta Public Schools; the Empowerment Schools Organization in New York City; and the Oakland (Calif.) Unified School District.