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Enhancing Student Achievement: A Framework for School Improv

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Anabel Coughlin

on 28 April 2014

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Transcript of Enhancing Student Achievement: A Framework for School Improv

Students and Teachers
Enhancing Student Achievement:
A Framework for School Improvement

What We Believe
THE BELIEF:
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
Policies
Chapter 5: School Organization
8: Linkages Beyond School
Who are the Clients?
Parents
Business Leaders
Teachers
Partnerships
Field Trips
Visitors
Libraries
Universities
Chapter 14:
Action Planning
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
Monitor Goals
S.M.A.R.T. Objectives
Specific
Measurable
Attainable
Relevant
Time Bound
Charlotte Danielson
Part 1
Part 2
The
Four Circles
Model

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
Curriculum
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
Physical safety
Building appearance
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
Pedagogy
Workshops aimed at big picture
Teacher to teacher PD
Provide learning center for community
Parent Center
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
EMPOWER STUDENTS
#3 Success Breeds Success
Success Self-Confidence
Discouraged Student
Confident Student
avoid being called on
excuse="I am not good at that"
Need smaller chunking of curriculum
embraces teacher feedback
confront problems
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

-basketball analogy

#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
Making

- 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
Meta cognition
Brain Research
Memory
The Learning Process
Methods
Research on Teaching
Effective Lesson Plans
Set Goals and Monitor
Time management
learner centered
active learning
The teacher needs to be expert in content or student is limited
Research on Motivation
Expectation = Self-fulfilling prophecy
Extrinsic Motivation
positive feedback
praise
Intrinsic Motivation
satisfaction of mastery
lesson relevance
Research on...
Attribution Theory

Leadership

Family Involvement

-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
school size
class size
grouping for learning
scheduling
SWAS
Cost effectiveness
traditional 7-8 periods
Block schedule
Flexible
"Any
practices
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

Safe Environment
Physical and Emotional
Culture of Hard Work
Success Mindset
U.S./Ability
Japan/Effort
Student competition should be not be with others, but rather with oneself.
Flexibility for Student Success
Attendance
Discipline
Respectful and Appropriate
Homework
Not optional when given
Completed without help
Grading
Consistent among teachers
Must reflect learning


Policies and Programs
Elementary Schools
Grade Levels or Family Teams (3rd, 4th, and 5th)
Middle Schools
Small Teams (4 teachers)
Houses

High Schools
SWAS
Block Scheduling
longer instructional time
engaged learning
more courses


7:Affecting Staff
Culture
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
Programs
Rigorous/High Level Thinking
Parents, Public, and business leaders must be aware
Students must be engaged in meaningful ways
Goals
Knowledge
Thinking and Reasoning Skills
Organization
Spiraling
Simple before complex
Required vs Elective
Design
What are students expected to learn?
"Design Down Approach"
Chapter 9: Aligning the Curriculum
Practices = Policies and
Programs
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
Time
Joint curriculum and assessment planning
Maintain flexible groups within the master schedule
Sharing instructional strategies
Integration coordination.
Chapter 13: Teaching
" The capstone of any school improvement effort is the quality of teaching " (pg. 106)
Four domains:
1. Planning Preparation
2. Classroom Environment
3. Instruction
4.Performance Responsibilities
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.
Assessments:
Tests- Time restricted without outside resources.

Product- Written and physical

Performance- Structured and spontaneous
Full transcript