This occurs when teachers take collective
responsibility for improving student learning.
For example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective
responsibility for improving student learning and wellbeing.
Not exact matches
Science has
learned that the president's 2005 budget request, due out early next month, would phase out the National Science Foundation's (NSF's) largest program to
improve student achievement in science and math and shift
responsibility for it to the Department of Education, which now runs a similar program.
It will increasingly be the
responsibility of all educators to ensure that the
learning they engage in is targeted toward
improving student outcomes, has a plan
for implementation, and is tailored to the context.
A song can
improve transitions because it becomes a behavior cue:
Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take
responsibility for their own
learning.
Here, Downsborough shares strategies
for administrators aiming to build a whole - staff, respectful approach to teaching and
learning; an approach where
students take
responsibility for improving their quality of life.
is a nationwide environmental service -
learning program that inspires
students to take personal
responsibility for improving the environment at their school, at home, and in their community.
Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional
responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities
for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance
for professional
learning and growth.28
For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance
For example, well - developed, sustained professional
learning communities, or PLCs, can serve as powerful levers to
improve teaching practice and increase
student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30
For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distri
For the purpose of increasing
student learning growth by
improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures
for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distri
for evaluating the performance of duties and
responsibilities of all instructional, administrative, and supervisory personnel employed by the school district.
The article offers five practices that can help schools
improve educational achievement
for these
students: acceptance of shared
responsibility by school staff; a dual curriculum that promotes language development as well as academic needs; careful consideration of how to integrate immigrants with the general school population; extended
learning time; and individual progress records.
But most importantly, this teacher — like many others we interviewed — seemed unsure of whether these choices were actually helping her
students sharpen their decision - making skills,
improve their engagement, or advance their confidence and ability to take
responsibility for their own
learning and lives — all goals the teacher had
for her
students.
These roles may include,
for example: team leader, who takes
responsibility for team and
student growth; reach teacher, who takes
responsibility for larger - than - average
student loads with the help of paraprofessionals; master educator, who develops and leads professional development and
learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues
improve their skills; and demonstration teacher, who models excellent teaching
for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12
Co-authored by renowned educators and researchers Abigail L. Boutz, PhD, Harvey F. Silver, EdD, Joyce W. Jackson, and Matthew J. Perini, Tools
for Thoughtful Assessment received high praise
for its teacher - friendly approach to
improving classroom assessment practices and empowering
students to take
responsibility for their own
learning.
Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective
responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income
students.14 Strong professional
learning communities require leadership that establishes a vision, creates opportunities and expectations
for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can
improve practice together by: 16
«Teacher collaboration in strong professional
learning communities
improves the quality and equity of
student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective
responsibility for student success.»
These recommendations will be of use to aspirant leaders themselves as well as school systems and sectors, professional
learning providers, and other groups with an interest in ensuring principals are well prepared
for the
responsibility of
improving school and
student outcomes.
The other draws on the deep experience of a compassionate teacher who finds fault not with teachers, unions, or
students, but with a society that refuses to take
responsibility for the conditions in which its children live and
learn — and who has demonstrated through her own efforts how one dedicated teacher has
improved the education of poor young people.
These include publicly communicating a clear plan
for improving student learning and redistributing
responsibilities at a school or central office to put more focus on classroom instruction.
The Missouri Comprehensive Guidance Programs: Linking School Success with Life Success has developed a resource
for school counselors, social workers, and psychologists on
Improving Conditions
for Learning which shares roles and joint
responsibilities of the three
student support careers.
The Curriculum and Instruction program addresses teacher empowerment and leadership in the expanded roles and
responsibilities of teachers in schools, including data - driven assessment
for school improvement, professional
learning communities, applying research to practice,
improving instruction and
student learning outcomes, and collaboration with families and communities.