Lack of consistency in curriculum hinders sharing of experiences between classrooms and schools, makes it difficult for students transferring among schools and fragments district professional development efforts, all of which interfere
with improvement in student learning.
Not exact matches
In this year's state budget, Governor Cuomo
with the support of the Senate and Assembly delivered real
improvements that will make schools better and help our
students learn.
Working mainly
with students from Binghamton University, interns
learn about solar power and energy efficiency, and work
in the community to educate others on how to make energy
improvements easy.
Help can include targeted, high - quality professional development; curriculum
improvements; additional time for
student learning after school or
in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work
in classrooms and internships; or pairing of struggling schools
with successful ones serving similar
students.
Through their involvement, I have noticed huge confidence
improvements in my
students as they
learn to work and engage
with people on different levels.
When
students are barely on the dial, it is not possible to pinpoint
with any accuracy where they are
in their
learning, to identify appropriate starting points for action, or to monitor
improvements over time.
It starts
with action planning
in the early fall (
in which schools develop and submit an
improvement plan); a provincial
learning session
in mid-fall for staff teams from all OFIP schools
in the province (knowledge is shared from previous experience as well as new
learning about emerging needs - for example,
student and staff resiliency
in 2012, and staff
learning in mathematics
in 2013); mid-year conversations
in early spring (monitoring and identifying mid-year successes and challenges
in order to modify plans and activities); and a summative conversation
in late spring (
in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).
I have seen apathetic
students change to
students who are excited, enthusiastic learners;
students who were failing every subject become engaged
in learning and making better grades;
students who,
in the past, avoided talking
with me about their grades, come... waving their report cards
in their hands to show me their
improvement;
students who thought of themselves as incapable begin to think of themselves as capable learners; and
students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.
Lortie - Forgues, Tian and Siegler (2015) repeated the question
with students of the same age
in 2014 — 27 per cent got it right, leading the researchers to comment: «Thus, after more than three decades, numerous rounds of education reforms, hundreds if not thousands of research studies on mathematics teaching and
learning, and billions of dollars spent to effect educational change, little
improvement was evident
in students» understanding of fraction arithmetic.»
In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scal
In a new Public Impact policy brief, A Better Blend: A Vision for Boosting
Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large
Student Outcomes
with Digital
Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larg
Learning, which we co-authored
with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended
learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larg
learning to drive
improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scal
in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all
students and teaching peers, and improve
student learning at large
student learning at larg
learning at large scale.
«Nick Hoekstra embodies the fine qualities of
students in the International Education Policy Program: a commitment to lead so all children can
learn what they need to become architects of their own lives; ambitions to support educational change that exceed the resources he currently controls; and ingenuity to collaborate
with others building networks for continuous
improvement to produce 21st - century education,» says Professor Fernando Reimers, faculty director if IEP.
I believed, and believe even more strongly now (
with a little more nuance, knowledge, and skill behind my believing), that the best way to sustainably impact
student learning is to engage teachers
in supportive collaborative investigation and
improvement of their practice.
In addition, less - advantaged schools with, on average, harder - to - serve student populations, may require additional supports for these kinds of interventions to generate improvements in student learning similar to those of more - advantaged school
In addition, less - advantaged schools
with, on average, harder - to - serve
student populations, may require additional supports for these kinds of interventions to generate
improvements in student learning similar to those of more - advantaged school
in student learning similar to those of more - advantaged schools.
This meta - analysis of social and emotional
learning interventions (including 213 school - based SEL programs and 270,000
students from rural, suburban and urban areas) showed that social and emotional
learning interventions had the following effects on
students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding
with school and teachers, and more positive attitudes about school),
improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).
In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raqu
In 2008, the NEA unveiled the «Great Public Schools for Every
Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.
Student by 2020» project,
in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raqu
in which the union committed to «creating models for state - based educational
improvement,» «developing a new framework for accountability systems that support authentic
student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.
student learning,» and «fostering a constructive relationship
with U.S. Department of Education leadership.»
I also insist that my
students learn these elements by heart
in order and they have done this, which is definitely helping
with an
improvement in grades.
In Succeeding With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemen
In Succeeding
With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievem
With English - Language Learners - Lessons
Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated
with improvements in English - Language Learner student achievem
with improvements in English - Language Learner student achievemen
in English - Language Learner
student achievement.
I am very conscious that understandings of leadership work undertaken by teachers typically reinforce those
with formal positional roles at the expense of other forms of leadership which I believe are equally important for the
improvement of
student learning and achievement
in schools.
«Across the country, states, districts, and educators are leading the way
in developing innovative assessments that measure
students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved
students; and spur
improvements in teaching and
learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how
students and schools are doing, while providing parents, teachers, and communities
with critical information about
students»
learning.»
The fact that such large
improvements in student learning could be achieved
with these common metrics going
in the «wrong direction» reinforces a common finding
in education research: teacher credentials and turnover are not always good barometers of effectiveness.
The fact that voters would have better information on achievement provides the school board
with incentives to hire and retain a superintendent who can elicit
improvement in student learning.
Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,»
with curricula and instruction designed to prepare
students to succeed
in a rigorous high - school curriculum; include
improvement of
student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and
students «their responsibility as well for
student learning, including parent contracts, turning
in homework, attending class, and asking for help when needed.»
Learning why, for instance, white teachers are not as effective
with black
students as black teachers appear to be might suggest
improvements in training that could make teachers equally effective for all
students, regardless of race.
Her staff collaborates
with the other offices
in the district, coordinates outreach and training, creates publications, and implements programs to advance the district's vision: «Every school will welcome every family and every
student, actively engaging them as partners
in student learning and school
improvement.»
That said, other evidence (see Sections 1.1, 1.2) does suggest that principals «sharing of leadership
with others
in planful, yet diverse, patterns of leadership distribution is probably a worthwhile way to approach
improvement in student learning.
The potential for these focused
improvement plans to make a difference
in the quality of
student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices
with the external measures against which they are being held to account.
One of the most productive ways for districts to facilitate continual
improvement is to develop teachers «capacity to use formative assessments of
student progress aligned
with district expectations for
student learning, and to use formative data
in devising and implementing interventions during the school year.
It includes four strands: (1) development of a tool (the «Framework») to guide teachers» design of
student learning experiences, (2) enhancement of teachers» leadership skills (particularly related to sharing leadership for instructional
improvement), (3) dissemination efforts that support understanding and use of the Framework across levels of the education system and
in all areas of the state, and (4) provision of a platform that provides rural areas
in Colorado
with easy access to the Framework and extends access to and use of the Framework across the nation and the globe.
Dr. Cruz believed the path to
improvement in student learning would require strengthening compliance
with new state - level expectations, better vertical alignment of curriculum across the schools, and more effective collaboration within the district.
Their mission of creating «an environment where teachers can watch, share, and
learn new techniques to help every
student grow» 2 dovetails perfectly
with the Performance Matters mission of delivering world - class professional
learning solutions to accelerate measurable
improvements in learning and teaching.
With insights from expert practitioners, this book helps schools make the shift to best - practice assessment for districtwide
improvements in student learning.
While each district featured had its own way of organizing its work for making and sustaining
improvements in instructional practice and
student learning, each of them implemented a set of practices that, when used
in an aligned and coherent manner, are associated
with higher
student achievement.
We believe that evaluation goes hand
in hand
with deepening the expertise of teachers to engage
students in high - quality
learning while simultaneously increasing the expertise of school leaders to guide and support teachers
in this
improvement process.
With respect to math
learning,
students in all three inductions had modest
improvements in their scores on the math
learning measure.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership
in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for
improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage
students and teachers
in meeting the goals (supporting), challenge low expectations and low district funding for
students with special needs (advocating), make sure families are aware of the
learning goals (communicating), and keep on top of test results (monitoring).41
The
Student Performance and
Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of teaching and learning, professional development, and educator eff
Improvement team provides schools
with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous
improvement systems that support, measure, and inform the district's work in the areas of teaching and learning, professional development, and educator eff
improvement systems that support, measure, and inform the district's work
in the areas of teaching and
learning, professional development, and educator effectiveness.
«The SIG process has shown us that concerted action on the achievement gap
with targeted supplemental support for educators can produce real
improvements in student learning,» he says.
Conventional teacher and administrator training programs often engage candidates
in simulations or
learning circumstances that are nothing like what they experience
in their daily work, thus robbing them of precious time
with their
students, and their own real - time
improvement.
For instance, schools participating
in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.
in the Carnegie Foundation's
Student Agency
Improvement Community, a network of researchers and practitioners applying the science of
learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino
students since implementing interventions focused on
learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered
with school, county, and district leaders to increase the number of black and Latino
students enrolled
in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.
in advanced placement courses and has seen gains
in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.
in both participation and passage rates as a result.35
In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.
In addition, several studies show that
learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino
students in math and science classes.
in math and science classes.36
With an increased focus on connecting educational leadership to
student learning, creating cultures of
improvement, and other big picture concepts, the standards can be seen,
in part, as a force for helping principals remind us as a nation that the moral purpose of educational change is to improve society and the lives of its citizens, especially those most
in need.
Linked
Learning is a promising high school
improvement approach that combines strong academics
with real - world experiences
in a range of career pathways connected to
student interests.
This school year, teams from nine public NYC middle, high, and transfer schools are working closely
with Eskolta facilitators Alicia Wolcott, Jessica Furer, and Katie Gleason using
improvement science methods featured
in Anthony Bryk's book
Learning to Improve: How America's Schools Can Get Better at Getting Better to help their
students develop habits, skills, and beliefs for confronting challenges and achieving success
in school and life.
The feedback you give
students as part of these check -
ins should be clear, related to
learning targets, and full of specific recommendations for
improvement (for example, «Your opening statement is grammatically correct, but it would be stronger if you grabbed the reader's attention
with a prediction about the results of the main character's unusual behavior.»)
As Michael J. Schmoker notes
in his 2006 analysis of the American educational system, Results Now: How We Can Achieve Unprecedented
Improvements in Teaching and
Learning, providing teachers
with time to meet regularly to carefully examine assessment data, set goals, share and create lessons, develop common formative assessments, and review
student work will ultimately lead to a better end result.
Teacher leaders (1) foster a collaborative culture to support educator development and
student learning; (2) use research to improve practice and
student learning; (3) promote professional
learning for continual
improvement; (4) facilitate
improvements in instruction and
student learning; (5) promote the use of assessments and data for school and district
improvement; (6) improve outreach and collaboration
with families and community; and (7) advocate for
student learning and the teaching profession.
Some of these traits are supporting a
learning climate of continuous
improvement for
students and adults alike, a belief
in doing what is best for
student learning, practicing shared leadership and empowering teachers and
students with a voice
in the school, and building strong and caring relationships, among others.
«The desire for principals to focus and work
with teacher and
students on the quality of teaching and
learning is really spot on to what the research says should provide meaningful
improvements in student achievement,» says Ellen Goldring, a professor of educational policy and leadership at Vanderbilt University's Peabody College
in Nashville, Tennessee.
*
Student Achievement: measuring success through test scores, English proficiency, and college preparedness, which are all important to continue California's recent
improvements: nearly 8 out of 10
students (78.5 %) who started high school
in 2008 - 09 graduated
with their class
in 2012 (
Learn more about achievement rates)
The end result of teacher collaboration, she explained, is «
improvement with students,» adding, «
In my opinion, teacher development enhances
student learning.»
As educators face new standards and classroom challenges, they will find solutions for prioritizing school
improvement efforts, working
with difficult
students, bringing joy into teaching and
learning, and teaching vocabulary effectively
in these new professional development publications.