Kickboard will work side - by - side with leaders to create a rubric for
measuring school culture and an aligned walkthrough tool.
Additional options for
measuring school culture and climate include early warning indicators such as chronic absenteeism.
Not exact matches
While I am not prone to writing in the somewhat snarky and definitly sarcastic tone Wise employed in his Tuesday column, and although he seemed to mostly align himself with the group at Aspen - led by Dr. Bob Cantu - that views football as too dangerous to be played before the age of 14 (a position with which I respectfully disagree), I did find myself agreeing with what seemed to be his main point: that whatever
measures are instituted to protect player safety will get us nowhere if the
culture on NFL fields (and by extension, the high
school, middle
school, and youth gridiron) doesn't change.
Other green roofs have been installed at the Bronx County Courthouse (10,000 square feet), Ikea in Brooklyn (70,000 square feet), Ethical
Culture Fieldston
School (two roofs,
measuring 5,100 square feet and 1,500 square feet, in the Bronx), a Con - Edison building in Long Island City (a quarter of an acre, or about 10,000 square feet) and Hackensack Hospital in New Jersey (about 5,000 square feet).
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
He explained how to bring about a drastic
culture shift in
schools in special
measures so that, within just seven short weeks, they can climb the ranks and become «good» and even «outstanding»
schools.
These
school indicators should also incorporate other
measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and
culture, attendance, and
school leadership and management.
Her professional and research interests encompass the interaction of text complexity and background knowledge, the interaction of literacy learning,
culture, and multilingualism, and
school - wide literacy program implementation and evaluation, using qualitative and quantitative
measures.
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 development).
Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban
schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative
culture prevails, if the principal is constantly distracted by nonacademic matters, if the
school does not
measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.
It's hard to
measure improvements in
school culture, but some districts credit PLCs for making important strides toward that goal.
Prior to attending the program, participants will be asked to administer a survey to their
school's students and staff in order to
measure climate and
culture.
Topics discussed were
Measuring Achievement, Calibrating Gaps and Monitoring Progress; How Identity and
Culture Affect Achievement Gaps; What Raises Achievement and Narrows Gaps (or not) in
Schools; and What Raises Achievement and Narrows Gaps (or not) in Non-School Hours.
CORE says it will expand
measures of a
school's success to include factors reflecting social and emotional learning — rates of suspension, absenteeism and as yet undefined gauges of non-cognitive skills — as well as
school climate and
culture, as
measured by student and parent surveys, rates of identifying special education students and the progress of English learners.
Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough
Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity
Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New
Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011
School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing
Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost
School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter
School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010
Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter
School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing
Schools — Oct 06, 2009 Try, Try Again to Fix Failing
Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
Academic Gains, Double the # of
Schools: Opportunity
Culture 2017 — 18 — March 8, 2018 Opportunity
Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity
Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity
Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity
Culture Tools for Back to
School — Instructional Leadership & Excellence — August 31, 2017 Opportunity
Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity
Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter
School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity
Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround
Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity
Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity
Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity
Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity
Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within
School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity
Culture Voices — May 26, 2016 Increase the Success of
School Restarts with New Guide — May 17, 2016 Georgia
Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016
Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every
School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter
Schools — April 15, 2016
School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
• an interest in valid
measures of student engagement — although systems focus on academic outcomes, some try to capture
school culture as well.
Let's appreciate the view of Tea Party parents, too, families that feel besieged by a popular
culture that's alien to their values and that want some
measure of control over what is taught in their children's
schools.
In addition to student proficiency and growth as
measured by state tests, the inputs into CORE's
School Quality Improvement Index (SQII) include such indicators as suspension and expulsion rates, chronic absenteeism, and school culture and climate surveys administered to students, teachers, and pa
School Quality Improvement Index (SQII) include such indicators as suspension and expulsion rates, chronic absenteeism, and
school culture and climate surveys administered to students, teachers, and pa
school culture and climate surveys administered to students, teachers, and parents.
The new Every Student Succeeds Act, which replaced No Child Left Behind, should make this easier to do — no longer are
schools focused primarily on test scores, because ESSA encourages
schools to
measure social - emotional learning or
school culture as well.
One of the
school standards measured as part of GAPSS is School Cu
school standards
measured as part of GAPSS is
School Cu
School Culture.
The
schools in the Imagine family share a common
culture based on Shared Values (Integrity, Justice and Fun) and Six
Measures of Excellence — Academic Growth, Parent Choice, Shared Values, Character Development,
School Development, and Economic Sustainability.
And so, sans meaningful accountability — or, put another way, whether the district takes responsibility for and responds to unacceptably low student achievement, as well as other
measures of
school performance and
culture — parents will make other choices.
The inspection report, which claims the
school needs to be placed in special
measures, criticises Grindon Hall for ineffective improvement systems, inadequate safeguarding, a curriculum which «does not adequately prepare pupils for life in modern Britain» and claims pupils «show a lack of respect and tolerance towards those who belong to different faiths,
cultures or communities».
Education leaders need reliable ways of
measuring student engagement, academic rigor, and
school culture.
Assessing What Really Matters in
Schools has given me a new way to think about and
measure student growth while being attentive to
school culture.
SPF uses 16 different indicators that
measure quality of academics (60 percent of total score), and
culture and climate (40 percent of total score) to arrive at an overall
school score.
As members of the Imagine
Schools» network, our schools share a common culture based on Shared Values and Measures of Exce
Schools» network, our
schools share a common culture based on Shared Values and Measures of Exce
schools share a common
culture based on Shared Values and
Measures of Excellence.
CEC helped RPS revise its teacher evaluation process and learn to use student growth
measures before implementing PAR; conduct and analyze a detailed system assessment before beginning strategic planning; and develop a data - based decision - making
culture at the
school level before the implementation of SMART Goals as a
school improvement process.
The free
school was put in special
measures after the inspection, which found students showed «a lack of respect and tolerance towards those of different faiths,
cultures or communities», while safeguarding procedures, recruitment processes and academic progress in writing skills were also insufficient.
Imagine
Schools places a strong emphasis on each child's character development and
measures progress in student behavior and overall
school culture.
Toch praised the recommendations for «establishing clear standards» for evaluations and using other
measures such as «student surveys, teachers» contributions to
school culture, and, perhaps, students» academic success.»
Use student attendance,
school safety information, and student growth data as
measures of effectiveness to reflect principals» roles as instructional leaders and influencers of
school culture.
[15] Value - added
measures are probably also highly sensitive to the context of teachers» classrooms, including behavioral issues and the
school culture.
Accountability
Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning,
school culture and climate, and access and opportunity that could be used in accountability systems.
Another facet of this strong leadership is collecting and monitoring data and results, using
measures of
school climate and academic performance to create a
culture of continuous improvement that is embraced by both staff and students.
She co-authored a range of publications on the topic, including
school models and many practical tools for teachers, principals and districts; An Opportunity
Culture for All; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top; A Better Blend; Teachers in the Age of Digital Instruction; Teacher Tenure Reform;
Measuring Teacher and Leader Performance; and Improving Teaching Through Pay for Contribution for the National Governor's Association; and many others.
It implemented a performance - based compensation system combining student growth and achievement
measures with 23
measures of
school effectiveness, such as positive
school culture, effective parent engagement, and teacher leadership.
The Academic Performance Framework (APF) was developed in an effort to combine
school progress, achievement and
culture data into one overall
measure of
school performance.
Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established
school cultures that misunderstand the purpose and process of youth - adult leadership practices, relentless focus on achieving student outcomes
measured almost singularly by high - stakes literacy and numeracy exams, and budgets and
school schedules that defund and devalue youth leadership activity.
The index
measures innovation activities and conditions of urban
schools along 42 indicators in nine categories: Innovation
Culture Need for Academic Improvement Collaboration and Coordination Read more about The U.S. Education Innovation Index: Prototype and Report -LSB-...]
Accountability systems — what is
measured, how it is
measured, how results are reported, and the regulatory consequences of those results — drive behaviors and affect
school cultures.
The issue is that managing behaviour in an already outstanding
school (or one you have set up from scratch) is different from changing
culture in a
school coming out of special
measures or requiring improvement.
These assessments are used to
measure the
culture and / or climate of a
school.
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate
School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board m
School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the
school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board m
school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative
measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members
Once you've determined what
schools you are interested in, there are newer systems you can use to understand how those
schools perform along a set of multiple
measures in both academics and
culture / climate.
«I don't think suspension rates are a good way to
measure a
school tone,» said the principal, who argued that the surveys the city currently distributes to teachers, parents, and students are a more accurate
measure of
school culture.
With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going
culture of high expectations, UCLA is setting out to take what is, by most
measures, a struggling
school and drastically improve academic outcomes for all students.
Local improvement
measures (about
school culture, talent, execution and knowledge) suggest what needs to be done.
Using multiple
measures, including
school culture data, would give a better picture of how a principal affects student learning, Clifford said.