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Flourishing Education (?)

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Lane Lopus

on 5 August 2015

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Transcript of Flourishing Education (?)

Theory in Action

Our VISION is that all
who recognize the centrality of the
instructional core
Collegial relationships
between all teachers foster a common understanding of
equitable access
to high quality teaching and learning,
analyzing data
that drive
instructional choices.
Structure for Collaboration
Intentional, productive team work
"A commitment to equity and excellence means recognizing that every child is a complex and compelling story, as a person and a learner. Part of educators’ work is to uncover gifts" (Gleason and Gerzon, 2013).
Teacher-student relationships
Individual interventions
Culturally responsive teaching
Coaching on CRT
(Shared) Teacher Leadership
"Schools in which teachers have more control over key school-wide and classroom decisions have fewer problems with student misbehavior, show more collegiality and cooperation among teachers and administrators, have more committed and engaged teaching staff and do a better job of retaining their teachers” (Katzenmeyer and Moller, 2009)
Collegial Culture
"The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else" (Barth, 2006)
Educators talking with one another about practice
Educators sharing their craft knowledge
Educators observing one another engaged in practice
Educators rooting for one another's success
Fruitful Education
Our Ideal Conditions
Student Learning
Teacher Development
Structure for Organization
"A theory of action ... is a set of causal connections, usually in the
form, that serves as a story line that connects broad visions with the more specific strategies used to improve the instructional core” (City et al., 2009)

Structure for Professionalism
Integrated decision-making
Teacher empowerment
Professional rounds and observations
"Schools that are truly committed to the concept of learning for each student will stop subjecting struggling students to a haphazard education lottery" (DuFour, 2004)
The Soil
Principal and Administration Support
Johnson/Donaldson, 2007
Sets structure
Sets expectations
Models collegiality
Instructional Core
“Teaching practices and student learning are more likely to be transformed by professional development that is sustained, coherent, and intense” (Darling-Hammond and Richardson, 48)
Career enhancement through
Teacher leadership
Professional networks
Professional development schools
Increase teacher craftsmanship through
National Board certification
Retaining talented teachers
Using action research
Intentional structure for a collaborative community
Location and spatial organization
Time schedule
Protocols for meetings and professional learning communities
Definition of teacher leader roles
A professional, collaborative community
Teachers work in teams
Engage in an ongoing cycle of questions that promote deep team learning.
This process, in turn, leads to higher levels of student achievement" (DuFour 2004)
Effective, practical and meaningful professional development
By Maries, Desiree, Cathy, Margo, and Lane
Full transcript