Here we draw upon this literature to illustrate findings on the district role in reform in three areas: the challenges confronting district efforts to implement system -
wide improvements in student learning; district strategies for improving student learning; and evidence of impact on the nature and quality of teaching and learning.
Not exact matches
Compared to Chicago Public Schools» district -
wide 1 - point
improvement in the same period, these two schools improved by 8 and 10 points, respectively, on the
student - teacher trust measure of the 5Essentials Survey — a school climate survey based on more than 20 years of research that found schools strong on three or more of the 5Essential components were ten times more likely to improve
student learning gains.
Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system -
wide culture grounded
in «
learning to improve;» (b)
learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [
students»] strong pedagogical data - literacy skills; (c) resources
in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing
improvement efforts; (d) there must be a coherent structure of state - level support for
learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy
in some states may need adjustment to support the above elements» (p. x).
And, new research indicates that such practice - based teaching evaluation systems can produce
improvement in student learning district
wide.
effective elementary schools have dedicated strong Local School Councils, strong but inclusive principal leadership, effective teachers who are engaged
in school -
wide improvement, active parents, active community members, and
students deeply engaged
in learning and school
improvement.
In data - focused team meetings, teachers may eagerly examine a wide variety of information on student learning, consider multiple interpretations of the data, support one another in developing meaningful instructional improvements — or no
In data - focused team meetings, teachers may eagerly examine a
wide variety of information on
student learning, consider multiple interpretations of the data, support one another
in developing meaningful instructional improvements — or no
in developing meaningful instructional
improvements — or not.
These effective elementary schools have dedicated strong Local School Councils, strong but inclusive principal leadership, effective teachers who are engaged
in school -
wide improvement, active parents, active community members, and
students deeply engaged
in learning and school
improvement.
Support school districts
in designing and using formative indicators and protocols / procedures for measuring district -
wide implementation of focused
improvement strategies and the effect of such implementation on
student learning?
Generates a focus on
student and professional
learning in the school that is clearly linked to the system -
wide strategic objectives and the school
improvement plan;
Strong procedures are
in place to encourage a school -
wide, shared responsibility for
student learning and success, and to encourage the development of a culture of continuous professional
improvement that includes classroom - based
learning, mentoring and coaching arrangements.