Differentiating instruction to meet individual students’ needs is one of the biggest challenges for any teacher. In the same way, differentiating professional development to meet the needs of individual teachers is one of the biggest challenges for any school district.
A widely used K6 teaching technique that integrates social and emotional learning into the school day improves academic performance, according to a study published in the American Educational Research Journal in March. Though the approach, known as Responsive Classroom, has been used for some 25 years, this is the first comprehensive study of its impact on student achievement.
Decades into the computer revolution, many teachers still lack the training needed to use technology effectively in the classroom, according to a new survey. It’s a major problem as schools are investing more in devices and blended learning to improve student achievement, experts say.
Defensible Teacher Evaluation: Student Growth Through Classroom Assessment
Author Rick Stiggins believes that classroom assessment is more effective than standardized tests in providing the student growth data needed to evaluate teachers. This book shows district leaders how to create an assessment program that evaluates teachers fairly and will help schools improve.
It was a lunch hour more than 10 years ago when Terri Lozier, now a principal in another district just outside Chicago, was sucked into the violence of a school fight. Then a teacher, she was supervising the cafeteria when one girl tried to strangle another.
If you’re an educator, at any level or grade, sitting back and expecting education change to happen, without you getting involved, you need to stand up now. If you think that you can’t do something, or start change, you’re mistaken.
When planning the implementation of a huge technology initiative, where audio enhancement and camera technologies would be placed in 552 classrooms over the summer of 2013, I knew that the key to success was rethinking how we deliver professional learning.
My experience with the traditional professional learning model of training-the-trainer has not been pleasant or successful. The problems I experienced were three-fold.
All across the country, discussions around improving educator effectiveness and evaluation have become synonymous. Forces from state houses and federal agencies compel us to engage in the work of redesigning evaluation systems and to devise ways of using student outcomes as a significant part of that effort.
Superintendents and the evaluations they use are coming directly into the crosshairs.
What happened? This is what we at the Red Hook Central School District had to ask when we looked at our student achievement data.
In some cases, there was a mismatch between our beliefs about certain teachers and actual performance, as measured by student achievement data. Ultimately, our personal biases were exposed and this led us to rethink our hiring practices.
Districts looking for transformational leaders to turn around schools may find more success by rigorously training their own teachers and assistant principals for leadership roles, according to a recent report.
An instructor in a classroom addresses the students. “We’re going to discuss how to ask questions in a way that doesn’t sound threatening, but instead builds trust. Let’s look at some of the vocabulary we’re using now to interact with teachers and how, through word substitution, we can reshape those conversations to foster better outcomes.”
As secondary school principals guide their schools and teachers through a myriad of changes, it’s becoming necessary for these leaders to reinvent themselves. No longer can principals succeed by operating only as a manager—the evolving school environment requires a more extensive approach.
Greenbrier Public Schools in Arkansas has always had a strong focus on using classroom observation to encourage positive growth within our schools. When I joined Greenbrier Schools about 12 years ago as the deputy superintendent, I had spent almost 20 years as a classroom teacher and district administrator.