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2) O Parque Nacional de Plitvice sofreu durante a guerra mas se recuperou, mantendo suas paisagens naturais notáveis com lagos e cascatas formadas ao longo de milênios.
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2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
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2) O Parque Nacional de Plitvice sofreu durante a guerra mas se recuperou, mantendo suas paisagens naturais notáveis com lagos e cascatas formadas ao longo de milênios.
3) Zagreb combina influências históricas da Áustria-Hungria com uma vida cultural e de lazer moderna, mas sem o
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The document discusses various models for school turnaround and improvement including definitions, requirements, and notes about each model. It provides information on:
1) Definitions of school turnaround and improvement from a book on the topic.
2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
4) Details of the requirements for the upcoming Cohort IV grants including eligible schools, award amounts, and differences from previous cohorts.
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The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
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This document outlines a partnership between five schools to improve teacher effectiveness through professional development for teachers and administrators. The goals are to increase data literacy, strengthen professional learning communities, promote effective instructional strategies, and foster collaboration. Each school will participate in leadership sessions and learning activities focused on instructional best practices. Teachers will engage in professional development, record collaboration in professional learning communities, conduct peer observations, and be evaluated at the end of the year. The anticipated outcomes include improved teacher collaboration, data-informed instruction, implementation of effective teaching strategies, understanding of rigor and relevance, and increased student achievement and teacher effectiveness.
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This document summarizes support for low-performing schools in North Carolina. It begins by noting that all children in the state have a constitutional right to a sound basic education. It then shows that students in the bottom 5% of schools have higher rates of minority, economically disadvantaged, disabled, and English learner students compared to the top 5% of schools. The document discusses the importance of students gaining more than a year's worth of learning each year if they enter below grade level. It outlines North Carolina's process for identifying and providing oversight and support to low-performing schools. Data shows improvement in originally low-performing high schools and Race to the Top schools. The state's role is to use cost-effective models
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This document analyzes racial typologies, segregation levels, and poverty rates across the 8 districts of the North Carolina State Board of Education. It breaks down demographic data by county, race, and neighborhood characteristics like segregation and poverty for each district. The analysis aims to understand how factors like segregation and poverty interact and compound disadvantage geographically across the state.
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This document discusses disruptive demographic trends in North Carolina that are challenging the state's education system. It notes that the state's population is growing older and more racially diverse as the Hispanic population increases. Specifically, the population growth is driven by minorities while the white population is aging. This demographic shift means North Carolina schools must adapt to serve a more multicultural student body in the coming years.
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This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
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Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
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This document outlines the agenda for a leadership retreat held in Myrtle Beach, SC from December 12-14, 2014. The retreat, led by Dr. Johnny Hunt, was intended to help school leaders collaborate and develop skills to support the mission and vision of the Public Schools of Robeson County. Over the three days, participants would discuss positive coaching, policies and procedures, technology tools for leadership, and building capacity within their staffs and communities. The agenda included sessions on understanding retention challenges, transformational leadership structures, and the human factors of leadership. Participants were encouraged to be actively involved and respectfully communicate as allies during the retreat.
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The document provides an overview of using Google Drive and sharing documents. It discusses logging into your Google account, uploading and viewing files in Drive, sharing documents with other users, and making comments on documents. The document is a user guide for Gaggle Next UI and managing documents in the cloud.
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This document outlines chapters from a book being discussed by different regional leadership teams. Chapter 9 focuses on leadership being an affair of the heart, with key points around love, serve, learn, vision and empower. For Chapter 1, the Northern Region discusses important moments and how to use professional learning communities for continuous school improvement. Chapter 7 led by the Central Region addresses ensuring effective instruction and adapting to the planning process. Chapter 8 led by the Southern Region discusses maintaining a positive school culture. Finally, Chapter 2 led by the Central Office examines monitoring, culture change, autonomy and preventing ambivalence. Throughout, participants are asked to reflect personally on takeaways from each chapter.
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Summer 2014 administrative retreat agenda[1]
This document outlines the agenda for a three-day administrative retreat with the following goals:
1) Support the mission and vision of the Public Schools of Robeson County through collaborative teams with the necessary knowledge, skills, and abilities.
2) Discuss positive coaching relationships, policies and procedures, quality PLC structures, transformational leadership, effective leadership, and building local capacity.
3) Engage in presentations, discussions, activities and collaborative work focused on leadership, instruction, and school improvement utilizing Google docs and other collaborative tools.
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This document discusses using data strategically to improve reading and math instruction in North Carolina schools. It provides data on test results showing declines in proficiency levels after more rigorous standards were implemented, with decreases ranging from 9-44 percentage points depending on subject area. Subgroup data shows proficiency gaps. The document emphasizes using data sources together, comparing school/class results to state levels, and that students have not learned less but standards are more rigorous. It provides sample data summaries on math and English test results at state and local levels. Achievement level descriptors and an explanation of growth measures in the accountability system are also presented.
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Psf top teneducationissues_v5_web
This document discusses the top 10 education issues in North Carolina for 2015 according to the Public School Forum of North Carolina. The issues include: building a principled path on teacher compensation by developing career advancement opportunities and increasing salaries, making sense of the new A-F school performance grading system by re-evaluating its weightings and indicators, maintaining high academic standards, emphasizing quality and equity in school choice options, expanding opportunities for anytime/anywhere learning, recruiting and retaining excellent teachers, managing student enrollment growth, shifting to elements of digital-age learning, streamlining assessments, and meeting milestones for college and career readiness.
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This document summarizes a Region 4 Roundtable meeting on North Carolina's Digital Learning Plan. The meeting included a presentation on the foundations, approach, and initial recommendations of the plan, as well as discussion of feedback from town halls. The plan aims to build on legislative actions and lessons learned from districts to create a student-centered, digital-age learning model. It will address questions around models, instruction/content, infrastructure, capacity, policy, funding, and recommendations to support local digital transitions. Preliminary recommendations to inform state policy include expanding connectivity, supporting innovative district models, building educator capacity, and ensuring access to high-quality digital resources.
Level 5 leadership holiday edition
This document discusses leadership practices that can take principals to the next level of school improvement. It focuses on achieving greatness as a leader through Level 5 leadership concepts described by Jim Collins. Level 5 leadership involves a paradoxical combination of personal humility and strong professional will. The document discusses identifying Level 5 behaviors in video examples and considering how changes in behavior can help principals become Level 5 leaders. It provides definitions and descriptions of Collins' five levels of leadership.
Curriculum manager in schoolnet
The document provides instructions for using the Curriculum Manager tool in Schoolnet to create and manage curricula and associated instructional resources. Key points include:
1) The Curriculum Manager allows users to create curricula and curricular units, link instructional resources like lesson plans and assessments, and import curriculum materials such as pacing guides and standards documents.
2) A curriculum hierarchy is established with curricula at the top level encompassing entire courses, broken into curricular units like grading periods, which contain instructional units and lesson plans.
3) Users can search for, create, edit and publish new curricula, curricular units, and instructional units as well as link associated instruction
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The document summarizes literacy assessment data from kindergarten through third grade. It shows the percentage of schools and teachers that exceeded, met, or did not meet growth standards in each grade. Overall, the data indicates that the majority of schools and teachers are not meeting literacy growth targets, especially in kindergarten. The document encourages teachers to use formative assessment data to tailor instruction to individual student needs.
Just another test
This document contains test score results from EXPLORE, PLAN, and ACT exams in reading, math, and science. It shows the number of students who scored at each performance level, with higher levels indicating more advanced skills. For reading, over 200 students scored at the two highest levels for a score of 16 or higher. In math, over 180 students scored at the top levels for 17 or higher. And over 180 students scored at the top two science levels for 18 or higher.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Fall 2014 administrative retreat agenda[1]
This document outlines the agenda for a leadership retreat held in Myrtle Beach, SC from December 12-14, 2014. The retreat, led by Dr. Johnny Hunt, was intended to help school leaders collaborate and develop skills to support the mission and vision of the Public Schools of Robeson County. Over the three days, participants would discuss positive coaching, policies and procedures, technology tools for leadership, and building capacity within their staffs and communities. The agenda included sessions on understanding retention challenges, transformational leadership structures, and the human factors of leadership. Participants were encouraged to be actively involved and respectfully communicate as allies during the retreat.
Sm admin retreat 14 cw
The document provides an overview of using Google Drive and sharing documents. It discusses logging into your Google account, uploading and viewing files in Drive, sharing documents with other users, and making comments on documents. The document is a user guide for Gaggle Next UI and managing documents in the cloud.
Principals' summer retreat graphic organizer
This document outlines chapters from a book being discussed by different regional leadership teams. Chapter 9 focuses on leadership being an affair of the heart, with key points around love, serve, learn, vision and empower. For Chapter 1, the Northern Region discusses important moments and how to use professional learning communities for continuous school improvement. Chapter 7 led by the Central Region addresses ensuring effective instruction and adapting to the planning process. Chapter 8 led by the Southern Region discusses maintaining a positive school culture. Finally, Chapter 2 led by the Central Office examines monitoring, culture change, autonomy and preventing ambivalence. Throughout, participants are asked to reflect personally on takeaways from each chapter.
Principals' summer retreat graphic organizer
The document outlines chapters from a book or manual led by different regional offices, with each chapter including key passages, points, and a section for personal reflection. Chapters 2, 9, 1, 7, and 8 are described in this manner with the leadership coming from the Central Office, Western Region, Northern Region, Central Region, and Southern Region respectively.
Summer 2014 administrative retreat agenda[1]
This document outlines the agenda for a three-day administrative retreat with the following goals:
1) Support the mission and vision of the Public Schools of Robeson County through collaborative teams with the necessary knowledge, skills, and abilities.
2) Discuss positive coaching relationships, policies and procedures, quality PLC structures, transformational leadership, effective leadership, and building local capacity.
3) Engage in presentations, discussions, activities and collaborative work focused on leadership, instruction, and school improvement utilizing Google docs and other collaborative tools.
The 7 habits signature Moyock
New skills and experience
Resume builder
Growth opportunity
Assistant
Company:
Project completed on time
Under budget
High quality work
Company
Win-Win
96
Video
Habit 4 Think Win-Win
The Third Alternative
97
The Third Alternative
Habit 4 Think Win-Win
1. Define the problem.
2. Brainstorm options.
3. Evaluate options.
4. Choose a creative solution.
97
The Third Alternative Process
Habit 4 Think Win-Win
Define the
Problem
Brainstorm
Options
Evaluate
Options
Choose a
Creative
Solution
98
Video
Habit 4 Think Win-Win
The Third
The 7 habits signature 3.1
This document provides an overview of the 7 Habits program, outlining the schedule, principles, and activities for each habit. The habits teach effective paradigms and behaviors focused on being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand others, and synergizing. Participants engage in self-reflection, group discussions, and exercises to internalize the habits and apply them in their work and personal lives.
Dr. atkinson's message
The State Superintendent June St. Clair Atkinson provides an update on recommendations made to the Joint Legislative Commission on Governmental Operations regarding the Read to Achieve law, including reducing required passages for student portfolios, providing flexibility for summer reading camps, and clarifying testing requirements for exceptional children. Details are given on portfolio options, readability of passages, security of portfolios, the development of portfolio processes, and accountability measures. Superintendents are asked to share this information with teachers and principals.
Data discussion with evaas support
The document outlines ways that EVAAS data can be used to support districts and schools. It suggests that EVAAS can be used to identify trends, guide professional development, target resources, determine if students are growing, assign students to teachers who are most effective, and leverage teacher success to benefit current students. All of these strategies aim to close achievement gaps and accelerate academic growth.
Th summit12914
This document discusses using data strategically to improve reading and math instruction in North Carolina schools. It provides data on test results showing declines in proficiency levels after more rigorous standards were implemented, with decreases ranging from 9-44 percentage points depending on subject area. Subgroup data shows proficiency gaps. The document emphasizes using data sources together, comparing school/class results to state levels, and that students have not learned less but standards are more rigorous. It provides sample data summaries on math and English test results at state and local levels. Achievement level descriptors and an explanation of growth measures in the accountability system are also presented.
Accountability update
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
2013 psrc focused intervention team process 2
The document outlines the PSRC FIT process, which aims to support school improvement efforts. It discusses the dimensions of FIT like instructional excellence and leadership capacity. The stages of the process include preparation, site visits, an exit conference, and follow-up visits. Site visits involve classroom observations, debriefings with teachers and the principal, and providing feedback. The goal is to close achievement gaps and create a culture of high expectations.
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