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Enhancing Student Achievement: A Framework for School Improv
Transcript of Enhancing Student Achievement: A Framework for School Improv
Enhancing Student Achievement:
A Framework for School Improvement
What We Believe
The mission is to ensure success to all students.
School staff, parents, students, and the community must embrace the same belief.
What We Know
RESEARCH. TONS of IT. Meta analysis is best!
What We Want
Chapter 5: School Organization
8: Linkages Beyond School
Who are the Clients?
Establish a consensus on the foundation
( "what you want" "what you believe", " what we know")
Revise and review policies
Implement a process of continuous improvement
Indicators of success
Collection of Analysis of Baseline Data
Reconsidering Present Policies
What We Do
Organization of time, space, and personnel for maximum effect on student learning
Inheriting pre-existing organizational structure
Master Schedule, personnel assignments, and student grouping
Blueprint for what needs to be achieved
Broad Picture - Goals - Mission
High-Level Thinking for ALL Students
Prepare students for high-skilled work
Change student attitudes about school
State assessments don't measure high-order skills
Asses students in different ways
"When candidates can appeal to fear and ignorance, democracy is threatened" (pg 5)
A Safe, Attractive, and Positive Environment
Positive interpersonal environment
Questions to consider:
How does the staff treat the students?
How does the office staff receive visitors?
Are the rules for attendance and homework set in stone or are they flexible to accommodate to individual circumstance?
A Student Culture of Hard Work and Opportunity
Teachers must grant a sense of mastery over difficult content
Treat school like business and respect all
Teach hard work is rewarded
A Learning Center for the Faculty
and Larger Community
Provide quality professional development
Workshops aimed at big picture
Teacher to teacher PD
Provide learning center for community
Adult classes: art, music, second language, or computer class
Library can host family movie night
The belief fuels a school's vision
The components to the belief
#1 Everyone can learn...
...at a young age everyone masters the complex learning task of TALKING.
Because of this, all children are natural learners
#2 Success derives from hard work
Goal focused communication
#3 Success Breeds Success
avoid being called on
excuse="I am not good at that"
Need smaller chunking of curriculum
embraces teacher feedback
fear of failure
#4 Adults Influence Student Confidence
we all have that special teacher
#5 Schools Control the Condition of Success
-regardless of student background
#6 The Bell Curve Mentality Must be Abandoned
#7 The School Must Cultivate a Culture of Respect
#8 Schools Must Be Responsive to Their Clients
-beneficiaries? -Master teachers teach who?
#9 A Sense of Democracy Should Affect Decision
- teachers -students
#10 All Work has Value and Dignity
-acceptance to all pathways
-help students find Self-fulfillment and actualization
#11 Competition is Generally Damaging to Both Student and Teacher
-competition KILLS collaboration
Research on Learning
The Learning Process
Research on Teaching
Effective Lesson Plans
Set Goals and Monitor
The teacher needs to be expert in content or student is limited
Research on Motivation
Expectation = Self-fulfilling prophecy
satisfaction of mastery
-attribute failure to self or external factor?
-vision -oversee all aspects -establish sense of community -communicate
-schools reach out to parents, benefits from reading w/children, limiting TV time, asking about school.
Research on School Organization
grouping for learning
traditional 7-8 periods
put in place must support the school's goals(what we want) while reflecting its underlying values(what we believe) and the relevant research(what we know)." (pg 31)
6: Affecting Students
Physical and Emotional
Culture of Hard Work
Student competition should be not be with others, but rather with oneself.
Flexibility for Student Success
Respectful and Appropriate
Not optional when given
Completed without help
Consistent among teachers
Must reflect learning
Policies and Programs
Grade Levels or Family Teams (3rd, 4th, and 5th)
Small Teams (4 teachers)
longer instructional time
No Fear among teachers
Open Exploration of Lessons
Respect from to to bottom
Decisions must support student learning
Scheduling should permit for collaboration
How can professional development be effective?
Teacher's Thoughts on PD
Rigorous/High Level Thinking
Parents, Public, and business leaders must be aware
Students must be engaged in meaningful ways
Thinking and Reasoning Skills
Simple before complex
Required vs Elective
What are students expected to learn?
"Design Down Approach"
Chapter 9: Aligning the Curriculum
Practices = Policies and
Chapter 10: Assessment
"Assessments should never be used as punishments, but should be used to validate learning." ( 86)
Students should have multiple assessments.
Students should have a clear understanding.
Assessments should not be forced. It is not a competition.
Celebrate students assessment achievements.
Assessments help guide instructional planning and improve learning.
Provide feedback on how well students meet state and district standards.
Provides feedback of students progress.
Teachers can determine their strengths and weaknesses.
Chapter 11:Team Planning
"The ultimate goal of teachers is working together to plan day- to- day instructional program is for all students to successfully learn the curriculum" ( 93)
Self commitment to the process
Acceptance of the team concept
Use of teachers' strengths
Joint curriculum and assessment planning
Maintain flexible groups within the master schedule
Sharing instructional strategies
Chapter 13: Teaching
" The capstone of any school improvement effort is the quality of teaching " (pg. 106)
1. Planning Preparation
2. Classroom Environment
Teachers should be knowledgeable on how to utilize assessments.
Teaching the test and curriculum.
Implementing the Framework
Chapter 12:Learning Support
" Learning support provides extra assistance to students who need to make satisfactory progress in their learning" (pg 99)
Providing intervention for students who are in need.
Tests- Time restricted without outside resources.
Product- Written and physical
Performance- Structured and spontaneous