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Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
Waddle Kam3application
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Waddle Kam3application

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  • Transcript

    • 1. No Child Left Behind & Professional Development Prepared by Ann Waddle May 2007
    • 2. Resources
      • Information about NCLB is from documents available on-line (May 2007) unless otherwise noted on the slide. A complete list of resources is available at the end of the presentation.
    • 3. NCLB-systemic reform
      • Include stakeholders
      • Set goals
      • Design and implement
      • Review and revise
    • 4.
      • All staff is trained to meet individual needs of all students , but particularly the lowest achieving students of any program that is included in the schoolwide program.
      All means all!
    • 5. Table Talk
      • Take a few minutes to discuss with the others at your table the staff in your school responsible for working with the lowest achieving students.
      • What training does this segment of your staff have?
      • What professional development is provided for this staff?
    • 6. Professional Development
      • High-quality
      • On-going
      • Across grade levels
      • Teacher-generated
      • Aligned with schoolwide program goals
      • Research-based
    • 7.
      • The Role of Mentoring in Promoting Use of Research-based practices in Reading
      • Comparing Four Literacy Reform Models in High Poverty Schools
      • Teacher Quality and Students Placed At Risk
      • Accountability by Design in Literacy Professional Development
      Who knew!
    • 8. Reflection
      • Now take a few minutes to reflect on the professional development your school offers staff members who work with the lowest achieving students.
      • Does the PD meet these criteria?
      • High-quality
      • On-going
      • Across grade levels
      • Teacher-generated
      • Aligned with schoolwide program goals
      • Research-based
    • 9. Research-based practices
      • Experiment model
        • Randomized
        • Controlled trial
        • Relevance to NCLB goals
    • 10. WWW.WHATWORKS.ED.GOV
      • The US Dept. of Education has created a website that is a “Consumer Reports” for teachers.
      • Beginning Reading,
      • Elementary Math,
      • ELL, and
      • Early Childhood.
    • 11. Scientifically-based RESEARCH
      • Title II funds in the past have been used for disconnected, one-time workshops as well as for yearlong study groups focused on literacy.
      • Little research is available on the outcomes of these.
    • 12. Highly-qualified Teachers
      • Two conferences = doctoral degree
      • 95% are highly qualified, but 25% are certified in content area.
    • 13. Highly-qualified Teachers
      • High poverty vs. low poverty
      • Urban vs. rural
      • New teachers
    • 14. Subject-area knowledge
      • Highly-qualified teachers with subject-area knowledge have a positive effect on student achievement.
      • New teachers have a negative effect.
    • 15. New Teachers
      • On the other hand, new elementary school teachers must pass a rigorous state test in all areas of the elementary school curriculum. As a practical matter, most states are already requiring new teachers, whether generalists or specialists, to pass a general test before they can obtain full state certification.
    • 16. Table Talk
      • Discuss with your colleagues how our state defines highly-qualified teacher criteria.
      • Are all members of your staff highly-qualified? Did they all meet the same standard?
      • How many new teachers are on your staff?
      • Do you have many doctoral degrees on your staff? Do you have many who have attended 2 conferences ?
      • Who are you recruiting?
    • 17. NEXT STEPS…
      • As you and your leadership team plan for professional development—
    • 18. Research Based
      • www.whatworks.ed.gov
    • 19. Schoolwide Plan
      • SIPS section 5
    • 20. On-going
      • Follow-up
      • Regularly scheduled
      • Documentation
    • 21. Teacher-generated
      • Suggestion box
      • SIPS input
      • Grade-level…
      • vertical-
      • horizontal
    • 22. Resources
      • Theorists for systems model
      • Ludwig von Bertalanffy
      • Banathy
      • Laszlo
      • Fullan
      • Senge
      • Also, a handout is available with all resources listed!
    • 23. Resources on professional development
      • Anderson, B. T.; Brown, C. L.; Lopez-Ferrao, J. (2003) Systemic reform: Good educational practice with positive impacts and unresolved problems and issues . Review of Policy Research, 20 (4) , 617-627.
      • Birman, B. F. & Porter, A. C. (2002). Evaluating the effectiveness of education funding streams. Peabody Journal of Education, (77)4, 59-85. Retrieved April 12, 2007, from Academic Premier Search database.
      • Brownell, M. T., Adams, A., Sindelar, P. , Waldron, N., and Vanhover, S. (2006) Learning from Collaboration: The Role of Teacher Qualities. Exceptional Children , 72(2), 169-185. Retrieved April 14, 2007, from Academic Premier Search database.
      • Chard, D. (2004). Toward a science of professional development in early reading instruction. Exceptionality, 12(3), 175-191. Retrieved July 28, 2006, from Academic Premier Search database.
      • Dole, J. A., Liang, L. A., Watkins, N. M., & Wiggins, C. M. (2006). The state of reading professionals in the United States. Reading Teacher, 60(2), 194-199.
      • Gersti-Pepin, C. I. & Woodside-Jiron, H. (2005). Tensions between the “science” of reading and a “love of learning”: One high-poverty school’s struggle with NCLB. Equity & Excellence in Education, 38, 232-241. Retrieved April 14, 2007, from Academic Search Premier database.
      • Hirsh, S. (2005). Professional development and closing the achievement gap. Theory Into Practice, 44(1), 38-44. Retrieved July 17, 2006, from Academic Premier Search database.
      • Kinnucan-Welsch, K., Rosemary, C. A., & Grogan, P. R. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5), 426-35.
      • Porter-Magee, K. (2004). Teacher quality, controversy, and NCLB. Clearing House, 78(1), 26-29. Retrieved April 10, 2007, from Academic Premier Search database.
      • Rhodes, C. S., Wolf, L. B., and Rhodes, G. J. (2005). “Professional Development Laboratory: Center for Literacy and Community Services”. Journal of Children and Poverty , 11(1), 77-85.
      • Shen, J., Mansberger, N. B., & Yang, H. (2004). Teacher quality and students placed at risk: Results from the Baccalaureate and Beyond Longitudinal Study 1993-97. Educational Horizons, 82(3), 226-235. Retrieved April 14, 2007, from Academic Search Premier database.
      • Thornton, B., Peltier, G., & Perreault, G. (2004). Systems thinking: A skill to improve student achievement. Clearing House, 77(5), 222-227.
      • Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105(5), 419-441. Retrieved January 13, 2007, from Academic Search Premier database.
      • Tuerk, P. W. (2005). Research in the high-stakes era: Achievement, resources, and No Child Left Behind. Psychological Science, 16(6), 419-425. Retrieved April 14, 2007, from Academic Search Premier database.
      • United States Department of Education (March 2006). Designing schoolwide programs: Non-regulatory guidance. Retrieved May 11, 2007, from http://www.ed.gov/policy/elsec/guid/edpicks.jhtml?src=ln
      • Vaughn, S. & Coleman, M. (2004). The role of mentoring in promoting use of research-based practices in reading. Remedial and Special Education, 25(1), 25-38. Retrieved July 28, 2006, from Academic Search Premier database.
      • Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Closing the gap between research and practice: Case study of school-wide literacy reform. Reading & Writing Quarterly, 20, 261-283. Retrieved on July 15, 2006, from Academic Premier Search.
    • 24. Resources on background of NCLB and systems model of change
      • Banathy, B. H. (1996) Designing social systems in a changing world. New York: Plenum Press.
      • Bertalanffy, L. von (1968) General system theory: Foundations, development, applications, (rev. ed) . New York: George Braziller.
      • Fullan, M. (2001). Leading in a culture of change. New York: Jossey-Bass.
      • Hoff, D. & Manzo, K. (2007) Bush claims about NCLB questioned. Education Week, 26(27) . Retrieved June 25, 2007 from Academic Search Premier database.
      • Laszlo, E. (1996) The systems view of the world: A holistic vision for our time. Cresskill, NJ: Hampton Press, Inc.
      • Senge, P. M. (2006) The fifth discipline: The art and practice of the learning organization. New York: Currency-Doubleday.
      • Sternberg, R. (1997, March). What does it mean to be smart? [Electronic version]. Educational Leadership , 54(6), 20-24.
      • United States Department of Education (March 2006). Designing schoolwide programs: Non-regulatory guidance. Retrieved March 10, 2007, from http://www.ed.gov/policy/elsec/guid/edpicks.jhtml?src=ln
      • United States Department of Education, (n.d.) A capsule view of the history of federal education legislation(pdf). Retrieved March 10, 2007, from http://www.ed.gov/policy/gen/leg/edpicks.jhtml?src=ln
      • Whitehouse, 2007. Building on results: A blueprint for strengthening NCLB . Retrieved March 17, 2007, from http://www.whitehouse.gov/stateoftheunion/2007/initiatives/education.html

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