3334 Chapters
Medium 9781626564275

Chapter Eleven • Doing Right at Work: Saving Lives and Accomplishing Missions

Chaleff, Ira Berrett-Koehler Publishers ePub

Doing Right at Work: Saving Lives and Accomplishing Missions

FOR THOSE OF YOU WHO began to read this book for its application in the workplace, thank you for having taken this deep dive with me into the roots of inappropriate obedience in childhood development. For those of you who are reading this book for its application to childhood development, I invite you to join me once again in looking at the benefits of Intelligent Disobedience in the workplace, where the children being raised will soon find themselves.

Ideally, developing the good citizenship skill of Intelligent Disobedience is made easier when the groundwork is laid in childhood education. Meanwhile, we are left to live and work in a world in which the pressures to conform and obey are powerful. We need to decide how we will equip ourselves to resist ill-conceived or dangerous orders and how we will create environments that support Intelligent Disobedience for those in our care.

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Medium 9781935249559

Chapter 3: All About the Learners

Robin J. Fogarty Solution Tree Press ePub

PLC TAKE AWAY

Learning How Student Data Support Differentiation

This chapter explains the need for initial student data that identify who the learners are and what their talents and needs are—their “backstories.” Teachers need to know what makes their learners tick. This chapter focuses on understanding learners and accommodating their learning styles in ways that allow them to excel.

When teachers deliberately and purposefully seek baseline data on their students, they give themselves a huge advantage. When there are reasons to differentiate, teachers inform their decisions on accommodating, adjusting, and modifying a lesson for particular students with whatever information they have about those students. That is what the differentiation process is all about. The data come in many forms, including face-to-face interactions, anecdotal classroom records, standardized test data, and the common assessments used to monitor student progress.

To proceed with this critical aspect of the differentiated classroom, PLC teams should use various tools and techniques to assess their students in four specific areas: (1) student readiness, (2) student interests, (3) student learning profiles, and (4) student affect (Tomlinson, 2005). Student readiness is directly linked to potential for immediate and future growth, while student interests spark the motivation to learn. Learning profiles that delineate preferred styles and learning strengths and weaknesses impact the efficiency of student learning, while student affect speaks to the feelings, emotions, and attitudes of the learners.

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Medium 9780983351276

Chapter 4: Standards-Referenced Reporting

Robert J. Marzano Marzano Research ePub

Chapter 4

Standards-Referenced Reporting

Level 4 addresses how well a school’s reporting system identifies specific subject and grade-level topics as well as each student’s current status on those topics. A school that reaches level 4 high reliability status operates at a rarefied level because it reports student achievement in more detail than is possible with overall letter grades alone. Specifically, the school reports student achievement for specific topics (called measurement topics) within each subject area. Level 4 has two leading indicators:

A system in which student achievement is reported for specific measurement topics within each subject area is a standards-referenced reporting or grading system. Standards-referenced reporting systems, the focus of level 4, are frequently confused with standards-based or competency-based education systems, the focus of level 5. The difference between the two, and the reason that schools commonly work to achieve standards-referenced reporting (level 4) before moving toward a standards- or competency-based system (level 5), is that in a standards-referenced reporting system, students do not have to demonstrate proficiency in each measurement topic to move on to another level. In a standards- or competency-based education system, they do. Thus, standards-referenced reporting systems are an important step on the path to implementing a standards- or competency-based education system.

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Medium 9781935543558

Five - Monitoring, Evaluating, and Improving Instruction

Tinothy D. Kanold Solution Tree Press ePub

FIVE

MONITORING, EVALUATING,
AND IMPROVING INSTRUCTION

Observing and monitoring high-quality instruction is a major responsibility of the elementary school principal. You are the person ultimately responsible for the quality of instruction your students receive. Although formal observations and evaluation ratings are frequently governed by district, state, or provincial regulations, such ratings—used as summative assessments of instruction—often have a limited impact on changing teacher classroom behavior.

Effective monitoring and supervision of instruction, however, are much more important as principals engage each teacher and team in a collaborative effort to create a cycle of ongoing observation, consultation, and reflection for the purpose of improving each individual teacher's mathematics instruction. In other words, you should use teacher observation as a formative assessment aspect of instruction. This chapter addresses how to effectively use observation and feedback formatively: what to look for, how to engage teachers in productive discussions about their practice, and how to work with mathematics content specialists (academic coaches, specialists, and district content leaders) in observing and supporting instruction in your school.

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Medium 9781947604117

Chapter 16

Kajitani, Alex Solution Tree Press PDF

16

Welcome to Teaching.

Please Stay

Help Your School’s New Teachers

Succeed (and Stick Around)

For many schools, retaining good teachers is a considerable challenge. Retaining great teachers is a feat that requires remarkable leadership and a school culture that facilitates their success.

Consider Brenda, one of the most promising new teachers our school had ever seen. Her student teaching with students at risk got glowing reviews, she was eager to jump right into leadership roles, and her classroom was well-organized and ready days before veteran teachers had even set foot on campus.

Weeks into her first teaching year, though, she pulled me aside to tell me she felt that the staff did not want to connect with her. One colleague had even told her there was no point investing time into first-year teachers because most of them left.

“Once you show up for your second year, you’ll be treated like you belong here,” the colleague told her.

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