Secrets of Successful Teaching This effort to capture the practical wisdom of selected highly effective teachers is intended to add to the conversation about teacher inquiry and improving practices. The report emphasizes the importance of teacher agency and pinpoints strategies that education leaders and policymakers can use to leverage agency in designing more effective professional learning. Redesigning and Expanding School Time to Support Common Core Implementation Expanded-time schools give teachers more time for the ongoing professional development and collaboration needed to implement the Common Core standards.
Supporting Student Success Through Time and Technology A guide for district leaders and school practitioners interested in implementing a blended learning strategy in their schools.
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The guide details the current blended learning approaches at six expanded learning time schools across the country, and highlights their lessons learned. Additionally, it outlines seven design and implementation steps for practitioners interested in using technology to personalize student learning. The Case for Improving and Expanding Time in School Learn how expanded learning time schools implement blended learning approaches and find design and implementation steps to use technology to personalize student learning.
The authors identify three key strategies—including two-way communication, data-driven support, and ongoing monitoring—that states must employ in order to move further towards this goal. This article focuses on how these can be accomplished through the combination of blended learning with teacher leadership. In its second year of implementation, Opportunity Culture is now in 30 schools, providing teachers with higher pay, giving teachers with on-the-job development, while impacting 16, students.
Teacher-led Professional Learning The Teacher-Led Professional Learning goal is to help teachers, their schools, unions, and districts implement collaborative, job-embedded professional learning that leads to better student learning by developing and using the skills of involved teacher-leaders. RTI International Return to Top Using Performance-Based Funding to Incentivize Change This paper describes how performance-based funding systems can be incorporated into state education resource distribution formulas to incentivize improvements in educational services, and presents a seven-step process that RTI has developed to build stakeholder support for system adoption.
Why the South?
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These maps and short overview provide context on education and demographic trends in the South and Nation. DCPS Bridges the Gap Between Communities and Classrooms This recent blog post focuses on authentic community engagement being critical to student success — by collaborating with and learning from all stakeholders, including district leaders, teachers, families, civic leaders, students, and others.
Focus on Learning forum at the Wosk Center for Dialogue. Delaware Return to Top The Rodel Teacher Council: Blueprint for Personalized Learning in Delaware Personalized Learning and the Teacher Experience This blueprint articulates the need for professional development opportunities for teachers that are personalized and relevant to their needs.
The blueprint offers policy recommendations for decision makers in the Department of Education, district administrators, and for teachers themselves. These set of briefs provide a primer on each state's evaluation requirements and timeline for implementation. Are teacher preparation programs providing sufficiently rigorous training, or does the approach to training drive higher grades?
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Educational Researcher Return to Top Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change This article draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a more multidimensional conceptualization. The guide includes field reports, a professional development framework, and profiles of 28 tools that support personalized learning for teachers.
Ideo Return to Top Design Thinking Thinking like a designer can transform the way you develop products, services, processes -- and even strategy. Shaping a School System, From the Ground Up In starting a new educational network in Peru, a businessman turned to Ideo, a design company, to help devise everything from classrooms to business models. Georgia now no longer requires use of Professional Learning Units PLUs to renew certificates, while Washington now requires Professional Growth Plans, which replace traditional clock hour credits in order to be issued a Tier 2 license.
Alabama, Florida, Tennessee, and Vermont have also made relicensure policy changes. The Carnegie Foundation for the Advancement of Teaching Return to Top Building and Supporting Improvers This is one of a blog in a series designed to explore and bring to life the framework for initiating networked improvement communities NICs. Redesign Challenge Return to Top Redesign Challenge The Redesign Challenge offers educators a place to share experiences, exchange ideas and refine new approaches to old problems. It is a unique combination of grade-level professional learning for teachers, teacher leaders and administrators.
These outstanding school leaders will mentor aspiring principals, better preparing them to lead their own high-needs schools. Stanford Social Innovation Review Return to Top Cultivate Your Ecosystem Social entrepreneurs not only must understand the broad environment in which they work, but also must shape those environments to support their goals, when feasible.
Borrowing insights from the field of ecology, the authors offer an ecosystems framework to help social entrepreneurs create long-lasting and significant social change. Making Ideas Catch On A conversation with communications expert Jonah Berger on how to build support for ideas and gain momentum on social change. Download Page as PDF.
The Common Core, an Uncommon Opportunity : Redesigning Classroom Instruction - greenoverangeo.ml
Follow us on. Getting to "Got It! Glass and Robert J. Gordon and Susan Maxey. Guskey and Susan M. Hale and Michael Fisher. Hall and Nancy D.
Critical Skills Classroom
Harris, Judy F. Retaining New Teachers: How do I support and develop novice teachers? Haynes, Sam Chaltain, John E. Ferguson Jr. Hudson Jr. Heineke and Jay McTighe. Hill and Cynthia L. Hill and Kirsten B.
Hartlep and Delia Stafford. Effective Teacher Interviews: How do I hire good teachers? Fostering Grit: How do I prepare my students for the real world? Houck and Sandi Novak. Irvin, Julie Meltzer and Melinda S. Jackson and Claire Lambert. Unlocking Student Potential: How do I identify and activate student strengths? Johnson, Roger T.
Johnson and Edythe Johnson Holubec. Johnson and Roger T. Kachur, Judith A. Stout and Claudia L. Starting School Right: How do I plan for a successful first week in my classroom? Lohrmann, Sandra Vamos and Paul Yeung. Marzano and Debra J. Marzano, Jana S.
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Marzano, Deborah J. Pickering, Daisy E. Arredondo, Guy J. Blackburn, Ronald S. Brandt, Cerylle A. Moffett, Diane E. Paynter, Jane E. Pollock and Jo Sue Whisler. Marzano, Tony Frontier and David Livingston. Marzano, Barbara B. Gaddy, Maria C. Foseid, Mark P. Foseid and Jana S. Marzano and John L. Marzano and Mark W. Marzano, Timothy Waters and Brian A.
Marzano and Michael D. Nora Mazzone and Barbara J. Attack of the Teenage Brain! The Resilient Teacher: How do I stay positive and effective when dealing with difficult people and policies? Freedom to Fail: How do I foster risk-taking and innovation in my classroom? Mooney and Ann T. Learning From Coaching: How do I work with an instructional coach to grow as a teacher? Moss and Susan M. Murawski and Wendy W.
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Nord and Charles C. Examples of different types of journal writing will be presented along with strategies for integrating this writing practice across all disciplines. Teachers will have the opportunity to create prompts and lesson plans to use in their current practice.
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