In this paper, authors Scott Marion and Paul Leather present an overview of New Hampshire's efforts to implement a pilot accountability system designed to
support deeper learning for students and powerful organization change for schools and districts.
Not exact matches
With the initial success of #EdChat Radio, I can see future shows highlighting
student voice, tips
for new teachers, family engagement strategies and other reflective opportunities that might offer us
deeper ways to
support the work of our respective
learning communities.
We need new systems of
support and professional development
for teachers and we need state and national policies and assessments that privilege
deeper student learning.
Assessments
FOR Learning — all assessment and evaluative efforts including a focus on supporting and motivating deeper and broader learning progress, beyond traditional student
Learning — all assessment and evaluative efforts including a focus on
supporting and motivating
deeper and broader
learning progress, beyond traditional student
learning progress, beyond traditional
student sorting.
A researcher at Project Zero since 1988, she studies and
supports practices
for engaging both
students and educators in
deep learning and thinking, particularly through reflection, collaborative inquiry, documentation of
student learning, and the collaborative assessment of
student and teacher work.
• A
deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education
for teachers and their
students; • A passionate commitment to improving teaching and
learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize
support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and
learning.
Learn more about how to
support the Nutrients
for Life Foundation and help ensure teachers have the tools they need to promote a
deeper understanding of the importance of soil science and make science relevant to their
students» lives.
Understand that there are
deep connections between professional development, teacher growth, and
student learning outcomes;
Support all these aspects of public education
for cohesive, sustainable change
The bill also contains several other provisions that NAESP has been advocating
for tirelessly on behalf of the nation's Pre-K-8 principals, such as authorization of the Preschool Development Grants
for states to expand early
learning opportunities, targeted programs to
support literacy instruction, afterschool program funding, as well as the opportunity
for funds to be used to address
student mental health, arts integration and
deeper professional
learning for principals and other educators on use of technology in
learning.
In our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that
support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered
students to take ownership over their own
learning, overcome their challenges, and achieve success in college and careers.
He has been involved with many National Board initiatives as an NBCT including: Coordinator of National Board
Support for the Niles School District, Candidate
Support Provider
for the Illinois National Board Resource Center, member of the 3rd Edition Science Standards Committee, member of the Teacher Leader Competency Framework Committee, reviewer of the updated NBPTS Assessments and Entry Descriptions, and co-author of the Alignment of the National Board Standards and
Deeper Learning Student Competencies.
His service to NBPTS also includes being a former member of the Teacher Leader Competency Framework Committee, co-author of the Alignment of the National Board Standards and
Deeper Learning Student Competencies, co-author of the second edition of the NBPTS founding policy statement What Teachers Should Know and Be Able to Do, coordinator of National Board
support for the Niles Township school district, and candidate
support provider
for the Illinois National Board Resource Center.
After analyzing the data and writing each case we found that four components stood out as consistently prominent across all the schools: a broad and
deep curriculum designed
for all
students with little tracking or ability grouping (meaning that most
students get the same high quality
learning experiences in all classes); a teaching staff with advanced content knowledge; a mission - focused administrative structure with a flattened hierarchy that invited collaboration with and among teachers and
students; and
supports for underrepresented
students, such as advisories with personalized college planning, tutoring or summer research programs on college campuses.
How well does our design
for learning and the organization of our school directly
support students» attainment of our richer,
deeper definition of success?
Omid Amini of Denver Public Schools Department of Extended
Learning Cecelia Auditore of Northeastern University, Center
for Community Service Devan Blackwell of New Jersey Department of Education, Division of Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of Deep Center Briana Flannery of For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, In
for Community Service Devan Blackwell of New Jersey Department of Education, Division of
Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of
Deep Center Briana Flannery of
For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, In
For Kids Only Afterschool Andrew Fletcher of 21st Century Community
Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded
Learning, United Way of Rhode Island Julia Rugg of Wings
for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, In
for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Inc..
Provides
for deep learning experiences
for students,
supports standards alignment, and reflects current curriculum practice.
For sixteen years, she was a researcher at Harvard Project Zero, where she studied teacher collaboration (particularly processes for the collaborative assessment of student work) as well as approaches to supporting deep learning, thinking and understanding for studen
For sixteen years, she was a researcher at Harvard Project Zero, where she studied teacher collaboration (particularly processes
for the collaborative assessment of student work) as well as approaches to supporting deep learning, thinking and understanding for studen
for the collaborative assessment of
student work) as well as approaches to
supporting deep learning, thinking and understanding
for studen
for students.
The Assessment
for Learning Project initiative aims directly at rethinking the core role (s) that assessment can play to support student attainment of deeper l
Learning Project initiative aims directly at rethinking the core role (s) that assessment can play to
support student attainment of
deeper learninglearning.
In addition to providing a range of
supports and services, the school has built - in time
for planning and collaboration and
for teachers and
students to get feedback on their work — all critical practices to
support deeper learning.
Our collective approach as a state will be to focus on uncovering solutions to better
support these young people based on the strong belief that when districts improve teaching and
learning for students with disabilities, then all children will succeed because educators are finally tackling
deep - rooted, systemic issues.
Authors Pedro Noguera, Linda Darling - Hammond, and Diane Friedlaender describe the obstacles that prevent schools from delivering high - quality instruction; examine educational models, structures, and practices that facilitate
deeper learning; and take a systemic perspective to consider how policy, practice, and research can be aligned to
support the development of pedagogy
for deeper learning in schools serving
students who have been placed at risk of failure.
As a principal with a
deeper knowledge of each
student's
learning needs, successes, and struggles, I was better equipped to not only guide
support for students but
for teachers as well.