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Making a difference

Brian O'Leary Superintendent Seven Oaks School Divsion

Donna Herold

on 14 March 2012

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Transcript of Making a difference

Top Five

#1 - Student - Self-report grades (1.44)
#2 - Student - Piagetian programs (1.28)
#3 - Teaching - Providing formative evaluation (0.90)
#4 - Teacher - Micro teaching (0.88)
#5 - School - Acceleration (0.88) #1 - Student - Self-report grades (1.44)
#2 - Student - Piagetian programs (1.28)
#3 - Teaching - Providing formative evaluation (0.90)
#4 - Teacher - Micro Teaching (0.88)
#5 - School - Acceleration (0.88) Bottom Five Bottom Five

#134 - School - Summer vacation (-0.09)
#135 - Home - Welfare policies (-0.12)
#136 - School - Retention (-0.16)
#137 - Home - Television (-0.18)
#138 - Mobility (-0.34) Socioeconomic Status
Teacher Student Relationship making a difference in the lives of those children who most need a
difference made for them So the phone rings . . . . I saw one of your school buses. What's your stand on bullying? Mr. O, it's Angus. Do you remember me? We have much to be proud of What should we keep doing? stop doing? start doing? What Can We Reach For? An 85% Graduation Rate Higher . . . 90% . . . 95% Every child reading with fluency, understanding and interest. Every child doing algebra. What would it take? How could we get there? Happiness is neither virtue nor pleasure nor this thing nor that, but simply growth. We are happy when we are growing.
William Butler Yeats "A small daily task, if it be really daily, will beat the labours of spasmodic Hercules."
Anthony Trollope "The days are long but the years are short."
Gretchen Rubin 1 - Teachers are among the most powerful influences in learning. 2 - Teachers need to be directive, influential, caring and actively engaged in the passion of teaching and learning. 3 - Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. 4 - Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students' current knowledge and understanding and the success criteria of: "Where are you going?", "How are you going?", and "Where to next?". 5 - Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner's construction of this knowledge and these ideas that is critical. 6 - School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding. When we try to predict a student's future, we're not good at it.
So we should expect great things from and for every one of them. Poverty is a strong predictor of success or failure in school.
While this is true for the group it is not true for any individual. The effects of poverty have more to do with being unequal than simply being
poor in a material sense. We all benefit from greater equality in our society. Education can make a profound difference.
We can radically alter our student's lives and their life prospects. Six Sign Posts We have to get relationships right. 20 minutes to change a life We are doing really well We can do better
Full transcript