We promote the best
practices in school improvement, as it relates to research, educational assessment, curriculum design, and professional development.
It offers interactive sessions that will allow school and district based participants to share best
practices in the school improvement effort.
Not exact matches
He / she and I have clashed over the persistant use of junk food
in school classrooms, the
practice of bringing
in birthday cupcakes to
school, the
improvement of
school lunch standards and more.
«Because we know memory is a crucial cognitive skill for
school learning,
practice at playing games that challenge memory should,
in theory, lead to
improvements in classroom behavior and academic skills,» she says.
Chad Boult, MD, MPH, MBA, principal investigator of the Guided Care study and director of the Roger C. Lipitz Center for Integrated Health Care at the Johns Hopkins Bloomberg
School of Public Health, accepted the award at the STFM's annual Conference on
Practice Improvement, held last week
in Kansas City, Missouri.
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
There is an expectation among the
school staff that they
practice a culture of continuous
improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom
practices in line with the priorities identified for
school improvement.
A
school improvement plan makes explicit the changes
in practice a
school intends to make.
What I found is that
schools that exceed expectations — as well as those that are making significant
improvement from a base of overall poor performance — engage
in the extensive
practice of six research - informed instructional strategies and develop a culture that communicates high expectations and support for all students.
These were peer mentoring of teachers
in growth mindset teaching
practices and the revision of the
school's assessment policy to encompass continual measurement of student
improvement.
Collaboration is the key word at this year's Excellence
in Professional
Practice Conference, as members of the education community share their stories of
school - based
improvement projects.
Other initiatives
in their
school improvement plan (PDF) included Positive Behavioral Interventions and Supports (PBIS), an operational framework for implementing
practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondary students.
Each of these programs address a particular problem of
practice — using data, observing and analyzing teaching and learning
in the classroom, engaging families meaningfully — and provides proven tools, protocols, and approaches for educators to
practice and implement together for
school and system - wide
improvement efforts.
It is clear that localities are under - investing
in professional development for teachers and administrations and
in the development of new pedagogical and administrative
practices associated with
school improvement.
At New American
Schools, it has always been our
practice to cooperate with — even to initiate —
in - depth review that leads to
improvement.
The goal of Leading 21st Century High
Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high s
Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching
practices, enhance social dynamics, and implement innovative leadership approaches as key levers
in the overall
improvement of contemporary high
schoolsschools.
Specifically, he developed a strong conviction that
schools and
school systems ought to be structured
in a way to facilitate continuous
improvement, foster innovation, and empower talented people to be entrepreneurial
in order to continually improve
practice.
Fortunately, findings from two generations of
school improvement efforts, lessons from similar work
in other industries, and a budding
practice among reform - minded superintendents are pointing to a promising alternative.
One of NIUSI's primary missions is to support the expansion and
improvement of inclusive
practices in those
schools.
In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learnin
In Kelly
School, which is discussed
in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learnin
in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers»
practices, weekly 90 - minute professional development meetings focused on instructional
improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.
Douglas Harris and Whitney Bross showed how smart charter - authorizing
practices contributed to the huge
improvements in New Orleans»
schools post-Katrina.
This
practice has confused the public, demoralized teachers, and tied up funds that could have been more precisely targeted on the
schools and districts that are most
in need of
improvement.
A number of
schools showed significant
improvements in at least some areas of their
practice, sometimes within as little as twelve months.
This article has been adapted from a presentation «Senior Secondary Re-imagined: Improving
Practice at the Noosa Pengari Steiner
school» given at the 2014 ACER Excellence in Professional Practice Conference entitled Teachers Driving School Improv
school» given at the 2014 ACER Excellence
in Professional
Practice Conference entitled Teachers Driving
School Improv
School Improvement.
School leaders reported that the review process was most helpful
in bringing staff together around a shared
improvement agenda and
in promoting conversations about
practice that may not otherwise have occurred.
Feedback from
schools revealed that, although
schools sometimes found the results of the review confronting, it was valuable
in identifying areas of
practice requiring attention and
in designing whole -
school improvement plans.
The NSIT was built on research into the
practices of highly effective
schools, defined as
schools that make rapid
improvements in student performance over time or that perform unusually well given the socioeconomic backgrounds of their student intakes.
In such
schools there is a strong commitment to a culture of learning and continuous
improvement and an ongoing search for information and knowledge that can be used to improve on current
practice.
Instructional leadership (
practices that involve the planning, evaluation and
improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders
in school) are seen as conducive to student learning.
School leaders should participate in ongoing training in using data to inform school improvement and instructional decision making and in motivating their staff to engage in these prac
School leaders should participate
in ongoing training
in using data to inform
school improvement and instructional decision making and in motivating their staff to engage in these prac
school improvement and instructional decision making and
in motivating their staff to engage
in these
practices.
Sometimes some of your
school improvement agenda is quite big and you need then to bring it back into really streamlined ways to do it that will actually improve the
practice in the classroom.
Principals understand the
practice and theory of contemporary leadership and apply that knowledge
in school improvement.
School improvement involves leadership, teachers, culture, resources, pedagogy and the broader school community all working in unison to change school practices in ways that lead to better student out
School improvement involves leadership, teachers, culture, resources, pedagogy and the broader
school community all working in unison to change school practices in ways that lead to better student out
school community all working
in unison to change
school practices in ways that lead to better student out
school practices in ways that lead to better student outcomes.
By using the NSIT
in the process of developing a
School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and res
School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence an
Improvement plan,
schools can ensure they are adopting the
practices displayed by highly effective
schools and
school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and res
school leaders, and are supporting the development of their
school improvement objectives with a solid base of evidence and res
school improvement objectives with a solid base of evidence an
improvement objectives with a solid base of evidence and research.
Previously, Ben worked alongside K - 12 educators
in schools, providing both professional development and analytical support related to the effective use of data to enhance instructional
practice and support
school improvement.
With the Leading Educational Innovation and
Improvement Micromasters we are supporting teachers and
school leaders in improving educational practice through a stackable, modular and portable offering that can lead to a certificate, advance their career and accelerate their progress through the master's program upon admission into the School of Educ
school leaders
in improving educational
practice through a stackable, modular and portable offering that can lead to a certificate, advance their career and accelerate their progress through the master's program upon admission into the
School of Educ
School of Education.
Frequent topics include
school improvement, leadership, standards, accountability, the achievement gap, classroom
practice, professional development, teacher education, research, technology and innovations
in teaching and learning, state and federal policy, and education and the global economy.
«We also find that «F» - graded
schools engaged
in systematically different changes
in instructional policies and
practices as a consequence of
school accountability pressure, and that these policy changes may explain a significant share of the test score
improvements (
in some subject areas) associated with «F» - grade receipt.»
These results suggest that the
improvements in test scores after charter
school entry could reflect changes
in school practices, such as improving student engagement.
In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leader
In particular, rich data on SIG
schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leader
in one of the studies shows that
schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional
improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching
practice from
school leaders.
With that additional money
in hand, it seems obvious that
schools below the cutoff would be doing more
improvements than
schools above the cutoff, such as using different instructional approaches, different hiring
practices, developing teachers and principals and so on.
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.
They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional
practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage
in problem solving; and contribute to a positive
school culture by encouraging commitment to continuous
improvement, developing trusting relationships, and fostering communication.
If differences exist, what implications do they have for the role of local
school leaders and other stakeholders who have legitimate interests
in shaping policies and
practices that might foster
improvement in teaching and learning?
If teachers have more influence
in decision making and
practice shared leadership, they believe parents are also more likely to have influence and be involved actively
in school improvement efforts.167 Since other research has confirmed this relationship, we kept both constructs
in the remaining analyses.
In particular, principals in more disadvantaged school settings are likely to need more professional development and support in their efforts to sustain practices and behaviors that will increase the involvement of others — teachers and parents — in the work of improvemen
In particular, principals
in more disadvantaged school settings are likely to need more professional development and support in their efforts to sustain practices and behaviors that will increase the involvement of others — teachers and parents — in the work of improvemen
in more disadvantaged
school settings are likely to need more professional development and support
in their efforts to sustain practices and behaviors that will increase the involvement of others — teachers and parents — in the work of improvemen
in their efforts to sustain
practices and behaviors that will increase the involvement of others — teachers and parents —
in the work of improvemen
in the work of
improvement.
This required focusing on specific areas of leadership
practice separately (e.g., methods of clinical supervision,
school -
improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership
practice.240
In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership progra
In one of the higher - performing urban districts
in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership progra
in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.
And because the Effective
Schools model is grounded
in research and proven
practices, it has evolved to incorporate the latest thinking on leadership, systems theory, and total quality management to become a multifaceted, integrated approach to continuous
school improvement and the leadership that is more relevant to today than ever.
360 Edition (INSPIRE - 360)-- This instrument enables the educational leadership preparation program to document leadership
practices and
school improvement and organizational indicators
in the
schools where program graduates work from the perspective of subordinate teachers and superordinate district leader (s).
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.