We believe that improving
student learning and achievement happens in the immediacy of an individual lesson (what we call «today's lesson» throughout this book), or it doesn't happen at all.
Not exact matches
ILTs not only set the vision
and goals, but as a cohesive group of leaders, they proactively, efficiently,
and regularly work through issues that impede progress so that real
student achievement and learning can
happen.
When
students are engaged
and interested,
learning happens and achievement results!
Research shows that for professional development to have a chance at boosting
student achievement, it must
happen over an extended period of time in high - value forms such as coaching or collaboration that are aligned with the goals for teaching
and learning.
In general, research shows that for professional development to have a chance at boosting
student achievement, it must
happen over an extended period of time in high - value forms such as coaching or collaboration that are aligned with the goals for teaching
and learning.
Although the goal of the majority of schools today is to have higher
student achievement on standardized tests, the promise of that
happening depends upon the school community as a system: (1) becoming
student - centered (Comer, Meier, Darling - Hammond),
and (2)
learning how to reach
and teach the diversity of
students (Dewey, Johnson, Wheelock, Goodlad, Gay).
To help new teachers
learn this skill, administrators can make sure they receive meaningful feedback on their teaching that can help them analyze what's
happening when they teach,
and make adjustments as needed to improve classroom management
and student achievement.