Logic Model implemented to support Mental Health issues in Schools
I share thoughts based on research and experience that can provide educational leaders and learners with “Do Now” strategies for designing professional learning that makes a difference. In this short piece, I’m going to share three tips for creating PD with purpose (also known as PDL, or Professional Development FOR Learning).
As we seek to provide every child with more individualized learning, the quality of the feedback we provide must improve too. No longer can we plop a grade on an assignment with a “good job” adorned next to the name and expect students to grow or learn.
Student engagement is key in all learning and is the focus of most conversations about learning in this century’s schools. However, we believe, working with the students at the Young Women’s College Prep Charter School of Rochester, engagement is paramount in environments such as ours.
Why have so many districts attempted and then abandoned efforts to map district-wide curricula?
The ability to effectively assess, monitor and report progress of individual academic goals can be difficult. What if there is limited time for the special educator to directly observe the student? What if the work provided in the general education class does not specifically address the goals as written?
The Great Recession shattered savings and altered lives, including school districts across the country. Those dire financial circumstances triggered one positive change, though, when it comes to the role of superintendents: We are all now fully engaged advocates.
Changing the definition and conversation about readiness from test scores to what it really means to be ready might have an impact on the larger conversation (and drama) we hear when it comes to education these days. Using these definitions, we change the story from test scores to students’ future, which is what the story should have been all along.
Culture, Purpose, and Structured Teaching was designed to serve as an opportunity to further explore aspects of Doug Fisher and Nancy Frey’s FIT Teaching Framework. By incorporating the use of a number of technology tools and leveraging the connections that ASCD and our state-level affiliate have, the session was designed to virtually host Doug and Nancy in a number of different locations, including three in New York as well as throughout states along the Northeast corridor.
Rather than plop a number or letter on something a student labored over for weeks, consider an on-going conversation that helps drive learning throughout the process.
Take care not to advance the utility of music education in improving academic outcomes as its sole purpose or reason for existence. Otherwise we risk contributing to ever-reduced options for students and the narrowing of what it means to be educated.
We shared powerful experiences and learned life lessons: taking that risk to step out on stage to sing or play a solo, the nervousness, the encouragement, the successes, and even the failures.
Too often literature is left to the flatness of the page. Letting the words languish as they lay there, eyes giving only a cursory glance. There is life to be breathed into those poetic devices and creative teachers have an exciting opportunity to create art out of mere letters.
The integrity and effectiveness of the New York State assessments has been at the center of many controversial debates for the past few years. The latest reform efforts have given the assessments a platform that has placed parents on the opposing side of the state’s agenda. The state has proposed that measuring student growth and using that skewed data to determine teacher effectiveness is the scientifically sound method to use. “We have no meaningful evidence at hand indicating that these tests can accurately distinguish between well taught and badly taught students.” So says testing expert James Popham regarding the use of tests to evaluate teachers and principals.
It’s time to move away from accountability being viewed as achievement and as a Sword of Damocles for all teachers and move toward a responsibility for our own growth as educators and the improvement of our practice.
We must never lose sight of the goal of observations and evaluations: to reflect, discuss and improve upon learning outcomes for all students.
As a teacher, I can recall the observation process being a generally positive experience. However, twenty years ago the mechanics of the observation process were notably “topdown." The supervisor would come to my class and I would be sure to share the materials being used, as I did my best to “ignore” the observer. The students were always quite well behaved- a pattern that remains today, in that students often want to show off how “good” their teacher is- or, for that matter, how “good” they are.
If it is asserted that grades do little to encourage students through development and achievement, then the same rule applies to teacher evaluation. How can satisfactory or unsatisfactory vs highly effective or ineffective possibly communicate what I know and can do in a meaningful way?