Embracing Step 2 (a) above, Dessem emphasized that the rankings can not measure things
like quality of teaching and programs, and pointed to bar passage percentages as an example of «flawed data.»
Also, by focusing so much on short - term bursts of spending, we're not paying enough attention to core problems
like quality of teaching and the need for scientific research investments that could pay huge dividends in the long term.
Not exact matches
This is an incredibly difficult question to answer for a variety
of reasons, most importantly because over the years our once vaunted «beautiful» style
of play has become a shadow
of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out
of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid
of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out
of our own end (I have seen some inklings that suggest Holding might have some offensive
qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the
likes of Bellerin and Gibbs and the spirited albeit offensively stunted play
of Monreal, but none
of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio
of scored goals per clear chances was relatively low (better last year though)... obviously I
like Bellerin's future prospects, as you can't
teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part
of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act
like this was all part
of a bigger Wenger constructed plan... he
like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature
of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player
of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out
of position far too many times since arriving and that the players in front
of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that,
of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one
of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one
of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already
of course... strangely enough, even he doesn't make sense given the constructs
of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class
qualities but he's lack
of mobility is an albatross around the necks
of our offence... so when you ask who would be our best starting 11, I don't have a clue because
of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is
like an addiction to heroin without the benefits
When Samuel commented on why it was wrong to sell Lucas Perez you brought up stats between Walcott and Perez and in that you proved using the stats why Walcott is better.If Wenger didn't have blond love for some
of his players then why did he keep benching Perez when he was performing yet the average guys always got a look in the squad.So if there are stats which prove Walcott is better aren't there stats which also prove Perez is better?Think about that.You also said Perez is not as good as some
of us make out.The funny thing is yesterday we had an argument on Giroud and I also tried to imply that Giroud is not as good as we make out and you opposed.You always kept bringing stats up to defend him.Do you know if Bendtner or Chamakh had scored 25 goals for Arsenal in any season they'd still have been regarded as average.You know why?Because
quality has nothing to do with stats and is just a kind pf talent or state.It seems to me that you think you know it all.You also denied the fact that Wenger
likes French players and that if Perez was French he wouldn't have been out in one season stating other players as examples.It seems to me that you deny things which are clear for everyone to see.If you think you know better than everyone go and
teach Wenger how to win the trophy this season.
Rather than trying to «
teach» skills
like grit and self - control, he argues, we should focus instead on creating the kinds
of environments, both at home and at school, in which those
qualities are most likely to flourish.
What is emerging is a new idea: that
qualities like grit and resilience are not formed through the traditional mechanics
of «
teaching»; instead, a growing number
of researchers now believe, they are shaped by several specific environmental forces, both in the classroom and in the home, sometimes in subtle and intricate ways.
Barefoot Books started in 1993 with the beliefs that it's never too early to
teach children about other cultures, that kids should be given the opportunity to appreciate high -
quality art just
like adults, and that children should be able to enjoy the music and meaning
of language from an early age.
Like psychologist and author Madeline Levine, whose recent book
Teach Your Children Well instructs otherwise well - intended parents to value character ahead
of achievement, Tough finds evidence that children
of the well - off are often denied the hard life experiences that would allow them to develop the
qualities that breed success.
For instance, I spent about 10 years trying to convince 6 out
of 8
teaching hospital research groups to consider adopting double data entry or other data
quality measures
like the 2 other
teaching hospitals with zero impact (all in the same city).
This is a reflection
of the Ayurvedic
teaching of Like Increases
Like - when we are exposed to certain
qualities in the environment, our food and other sensory impressions, these same
qualities are increased in our body and mind.
The characteristics
of black women are new to many white men and black women
like showing off their special traits,
teaching their man about their unique
qualities and being appreciated for them.
Our latest publication, «How to create higher performing, happier classrooms in 7 moves: A playbook for teachers,» offers to blended - learning classrooms an early iteration
of what Doug Lemov's
Teach Like A Champion gave to traditional classrooms: detailed descriptions
of specific teacher moves that define high -
quality, student - centered
teaching.
Clearly, if you want to make decisions about
quality of teaching and the impact
of school programs, you must examine not what children know on one occasion,
like today, but how their knowledge and skills change over the course
of their entire exposure to the teacher or the program.
Ballard's Habits, Community, and Culture class
teaches social - emotional skills and what his school calls Habits
of Success — promoting
qualities like positive academic mindsets and emotional intelligence that are linked to college readiness.
While Hart (2003) described trying to define spirituality
like «trying to hold water in our hands» (p. 8), some scholars such as Claxton (2002) have boldly listed spiritual
qualities that can be
taught to students, including aliveness, belonging, an affinity with the unknown, and peace
of mind.
In a review
of his book
Teach Like a Champion for Education Next, I noted Lemov's approach promised to change the conversation about classroom practice from «teacher
quality» to «
quality teaching.»
Stories
like this have driven Waldo since his post-college job
teaching English and improvisational acting to inner - city students in Providence, R.I. «It's incredibly powerful to see the kinds
of sacrifices that parents and children are willing to make to get a
quality education,» he says.
A Department for Education spokesman said: «We are also investing millions to raise the
quality of teaching in languages and science through initiatives
like the Science Learning Partnership, which benefited more than 2,600 primary schools last year alone.
And we would do well to shed the long - held assumption that we know how to help 3.5 million individual teachers become masters
of their craft, instead giving consideration to some new ideas about what schools or the
teaching profession itself might look
like — ideas that could have a much broader impact on instructional
quality.
«We are spending all this energy to improve the
quality of teaching but have no systematic way to gauge what that
teaching looks
like,» Hill said.
We actually disbanded the hierarchical structure, and one
of the things that you will see is that we actually have an operational strand, because one
of the things in a school is that there are so many operational things that have to happen day to day, every day, that have to run
like clockwork so the teachers can do their
quality teaching and learning.
According to this point
of view, certification is necessary to ensure teacher
quality, because
teaching,
like other professions (law, medicine, the sciences, and so forth), requires mastery
of an esoteric body
of substantive and pedagogical knowledge that can not be obtained without undergoing a rigorous training program.
The 1 - to - 1 program with software
like OneNote has become an integral part
of teaching and learning because it facilitates student collaboration, provides increased opportunities for differentiation
of instruction, and increases the
quality and quantity
of feedback.
There's huge attention to the idea
of effective
teaching,
quality teaching, and from my research background and my knowledge
of what's occurring in places
like New Zealand and Canada (where I am now), I just believe that there was real need for us to qualify what we mean by «effective
teaching» by drawing from Aboriginal and Torres Strait Islander voice.
So one
of the key questions in that written reflection is «Are there particular suggestions you'd
like to make to the leadership team for the college to improve its
quality of teaching and learning based on the domains
of the NSIT?»
But, the concern that has been voiced, in places
like New Zealand, is that when we talk about
quality teaching, it's likely that this needs to be grounded in more
of a sociocultural imperative.
If you'd
like to read a review
of the current context for teacher accreditation in Australia, and consider my model for
quality in
teaching please download Australian Education Review 61, Building
quality in
teaching and teacher education (Bahr & Mellor, 2016).
Could it really be that the only way the district was assessing the
quality of its teachers was to ask them if they
liked the
teaching experience?
They have a shared instructional language that lets people talk back and forth about what high
quality teaching should look
like, and a common language and set
of goals let's faculty work together to measure their progress towards those goals.
There is no concern with the
quality of education, the services to children, the dignity
of the
teaching profession — instead, Paul Vallas and reformers
like him (Adamowski) have presided over the wreckage
of some
of the largest school districts in the nation.
In our best schools, everyone in the building has a shared vision
of what high
quality teaching and learning looks
like.
«Inspectors should not grade an aspect such as
teaching, unless circumstances are exceptional, without considering the broad range
of evidence that they can gather during a visit to a lesson — for example, the behaviour
of the students and how well they are managed, subject knowledge, the standard
of work completed in books, the
quality of marking and so on — and use this to come to a view about what
teaching is
like for those students and its impact on their learning over time.
From centrist Democrats who think that choice should only be limited to the expansion
of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which,
like charters, are privately - operated), to the libertarian Cato Institute's pursuit
of ideological purity through its bashing
of charters and vouchers in favor
of the voucher -
like tax credit plans (which explains the irrelevance
of the think tank's education team on education matters outside
of higher ed), reformers sometimes seem more - focused on their own preferred version
of choice instead
of on the more - important goal
of expanding opportunities for families to provide our children with high -
quality teaching and comprehensive college - preparatory curricula.
Supporting initiatives,
like those led by the National Board
of Professional
Teaching Standards, will equip educators with the training they need to deliver high -
quality learning opportunities for all students,» said La June Montgomery Tabron, WKKF president and CEO.
Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what
quality teaching looks and sounds
like, it is essential that district and school leaders have a shared vision and common language on both the definition
of instructional leadership and the description
of effective instructional leadership behaviors.
For example, as the
quality of staff collaboration increases, would that affect the
quality of teaching or staff commitment to a new initiative
like project - based learning?
Like healthcare reform efforts
of the past, education reform movements intended to improve
teaching quality often focus on the extreme minorities
of the performance distribution.
The government reacted by reintroducing standardized testing for grades 2 to 9, so we advised reviewing and refining this strategy by working to minimize unintended effects such as
teaching to the test, and suggested that in time the tests may be reduced to a couple
of grades,
like the highest performing countries, using the money saved to provide higher
quality training in classroom assessments.
State superintendents can explicitly prioritize grow - your - own initiatives in their communications and recommendations, linking it to other key areas
of focus
like diversifying
teaching and increasing teacher
quality.
It purposefully keeps important information about our students» knowledge, skills and academic progress out
of the conversation about school
quality and disproportionately hurts children
of color,
like the scholars I've had the privilege
of teaching in urban schools across the country.
Unfortunately, every day millions
of children in the United States attend dilapidated public schools with overcrowded classrooms, outdated textbooks and materials, harsh discipline policies and limited access to
quality teaching and wraparound supports
like school nurses, college counselors and afterschool programs.
Meanwhile the Obama administration's decision to allow waiver states to ditch the 100 percent proficiency target (which is really 92 percent or so once all the legal exceptions are in place) with supposedly «ambitious» yet «achievable» goals, has led many states to set Plessy v. Ferguson -
like proficiency targets that essentially declare that poor and minority kids are undeserving
of high -
quality teaching and curricula.
The inaugural set
of micro-credentials includes topics
like Deeper Learning, Data Literacy, and Teacher Leadership, created by content experts including Relay Graduate School
of Education, Center for
Teaching Quality, and the University
of San Diego's Mobile Technology Learning Center.
We can't improve the
quality of our nation's educators or teacher training programs without a serious dialogue around what good
teaching looks
like, especially for the most at - risk students for whom excellent
teaching is most vital.
Without alignment, consistency, and transparency across all
of these stakeholders on what should be observed, what
quality teaching looks
like, and how feedback reaches not only the teacher but the network - support leaders, we are missing out on an opportunity to increase the impact on our students.
Sadly, as the public university struggles with budgets, we are going to see more corporate partnerships
like ASU and Starbucks, but I also think we're also poised to see
quality public education programs that attend to nontraditional students, as well as community colleges, emerge as key figures in the discussions around the necessity
of actually
teaching today's students.
Just as importantly, the waiver gambit reaffirms the role
of states in structuring education without holding them accountable for how they spend federal dollars (or for providing them with high -
quality teaching, curricula, and school options); this includes the administration's move through the waiver process to bless implementation
of Plessy v. Ferguson -
like proficiency targets that allow districts and other school operators to effectively ignore poor and minority students.
I would not be able to provide free samples
of my
teaching resources for teachers to try and decide if they
liked the style and
quality of my work.
In PreK - 3rd: Teacher
Quality Matters, the third in the Foundation's series of Policy to Action Briefs, series editor Rima Shore describes 1) Why effective teaching matters for student outcomes; 2) How schools can organize to sustain effective teaching in every classroom; and 3) What high - quality instruction looks like in PreK - 3rd clas
Quality Matters, the third in the Foundation's series
of Policy to Action Briefs, series editor Rima Shore describes 1) Why effective
teaching matters for student outcomes; 2) How schools can organize to sustain effective
teaching in every classroom; and 3) What high -
quality instruction looks like in PreK - 3rd clas
quality instruction looks
like in PreK - 3rd classrooms.
Standardized tests are being used to measure things they can not measure,
like school
quality and teacher effectiveness, with deleterious results; such as massive school closures, which destabilize children and communities, and the current troubling shortage
of students willing to enter the
teaching profession.