The last 25 years have witnessed a growing number of proposals and efforts to help high schools better prepare their students for a world vastly different from the one that gave rise to this American institution. Any observer can see that the students who enter high school, their families, their future employers, and the broader society have all changed far more than have the high schools themselves. Students come from more diverse backgrounds than ever before, traditional two-parent families are an ever-smaller share of the overall population, technology and new organizational models have infused the modern workplace, and local communities are increasingly affected by events in the larger global community. Even as these changes have swept across American life, the high school has remained largely unchanged.
This paper summarizes proposals to bring the high school more in line with the challenges it faces today, highlighting common themes and barriers to their successful implementation. It follows a companion paper that puts forth a conceptual framework for approaching the issue of students' transition from high school to college and work. That review establishes that high schools, postsecondary institutions, employers, parents, and students all share responsibility for how well students manage those difficult transitions. It also highlights the importance of enhancing student motivation to improve student' success in pursuing their postsecondary aspirations. This paper examines in greater depth the role that the high school might play in easing the transitions to school, work, and citizenship and in motivating students to pursue excellence. This focus on the high school, however, does not diminish the importance of changes that must occur in the other institutions noted above. Indeed, many of the changes that high schools may need to undertake will require the assistance and cooperation of other institutions.
The reform proposals summarized in this paper seek to identify the most productive elements that these three visions either have in common or are complementary and to unify them in a coherent manner. Each emphasizes one or even two of the three visions, but strives to embrace elements of all three. The reform proposals range from those that exist only in the realm of theory to those that have resulted in vibrant networks of high schools working to implement new ideas.
As the following discussion explains, although these reform proponents approach high schools from unique perspectives and offer different solutions, they all arrive at the same two key objectives for high school reform. Thus, all of these reform proposals begin with a core curriculum that students must master before they graduate from high school.
Source: https://ebookscheaper.com/2022/05/12/challenges-in-reforming-high-schools/
This paper presents highlights from a synthesis of research findings associated with schoolwide projects. The synthesis focuses on three aspects: (a) characteristics of faculties and districts with a comprehensive education; (b) programmatic and organizational components of educational achievement and (c) evidence of the effectiveness of organizing operations, particularly in terms of student performance.
Source: https://ebookschoice.com/the-effectiveness-of-academic-standards/
Quickly And Substantially Improve Student Achievementnoblex1
The primary goal of educators in every public school and district across the country has always been to provide a solid educational foundation for all students. Such a foundation is key to students' eventual success in higher education, the workforce, and, in a broader sense, their adult lives as citizens and heads of their own families. In recent years, however, school success has increasingly come to be measured by results on standardized assessments, and the public expectation is that all children should meet state-established standards.
Thousands of schools and districts are grappling with the need to significantly, and rapidly, raise student achievement as measured by high stakes assessments. They are looking for answers— a roadmap — to guide their improvement efforts. Their efforts to improve might also go more smoothly if they are better prepared for "speed bumps" experienced by other districts. School districts can have a profound and positive impact on school improvement efforts. But many of them will have to make substantial changes in the way they do business.
A substantial number of studies have been conducted over nearly three decades to identify factors describing individual schools that have defied the odds by accomplishing high levels of achievement while serving significant numbers of children from low-income or minority families. But until recently little research has focused on school districts as the locus for improvement efforts.
For information about efforts to improve larger systems, educators often turned to research done in the corporate world. Perhaps the most famous of these studies was conducted by Peters and Waterman, who studied companies that ranked high on six measures of long-term financial health. The study contributed to a revolution in many American businesses that responded to the findings describing several characteristics of successful companies. Among Peters' and Waterman's key findings were that the high-performing corporations:
- were "close to their customers" and listened to what customers or clients said about their products and services;
- had a "bias for action"—they tried new ways of doing things, then tried other alternatives if necessary; and
- shifted responsibility for improving quality to the "workers" themselves — those dealing directly with clients and customers.
The Fifth Discipline, by Peter Senge, is another work that was originally written for the corporate world that has had substantial impact on education. In particular, his concept of the learning organization translated well to the understanding that schools had of themselves. However, the primary theme in his book — the importance of taking a systems view — was overlooked by many.
Source: https://ebookschoice.com/quickly-and-substantially-improve-student-achievement/
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
The Implications of StandardsPlease respond to the following.docxlaurieellan
"The Implications of Standards"
Please respond to the following:
Evaluate the purpose of student performance standards and developmental standards. Propose how each performance standard can be strengthened to assist student learning.
Evaluate the efficacy of the standards-based movement and examine how it has affected schools in general. Support your position by providing two examples from personal experience.
Peer Post
Expectations for instruction, assessment, and student work are called Performance Standards. These incorporate the content standards and they define the level of work that demonstrates achievement of the standards. Performance standards isolate and identify the skills needed to use the knowledge and skills in problem-solving, reasoning, communicating, and making connections with other information (Schlechty, 2009).Developmental standards are standards that teachers feel are important. These standards parents understand and can help enforce at home. The standard's goal is to ensure students have the basic knowledge and work habit to pursue different task. For instance, a student being able to read well enough to comprehend the material given (Schlechty, 2009). My suggestion would be to gear all performance standards towards improving student’s performance. Some standards need to be reformed to fit the needs of the ever-changing curriculum and student abilities. Teamwork is the key to transforming issues in performance standards. For instance, a teacher not being able to reach one student should collaborate with another grade level teacher for some suggestions for strategies.
The standards-based movement has affected the way educators present a specific objective. Teachers are expected to teach according to standards and students are expected to learn these standards. For instance, a standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. Evaluation is a key part of the standards-based movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned with the new standards. This has transformed the school in a negative direction. Teachers have limited flexibility to teach, and schools are more about passing end of year test rather than learning the necessary material needed. For example, standards are so important now that some items have been eliminated from the curriculum such as cursive writing. Evaluations have become the norm of the school curriculum. Its day 23 in the 2018-19 school year for my daughter, she has complained yesterday how she took a test in each subject. Which left me a little confused what could she have mastered in 22 days to receive an assessment in all subjects in 5th grade? A standard-based movement has eliminated real learning in schools.
Schlechty, P.C. (2009).
Leading for learning: How to transform schools into learning organizations
. San Francisco, CA: Jossey-Bass.
...
This paper presents highlights from a synthesis of research findings associated with schoolwide projects. The synthesis focuses on three aspects: (a) characteristics of faculties and districts with a comprehensive education; (b) programmatic and organizational components of educational achievement and (c) evidence of the effectiveness of organizing operations, particularly in terms of student performance.
Source: https://ebookschoice.com/the-effectiveness-of-academic-standards/
Quickly And Substantially Improve Student Achievementnoblex1
The primary goal of educators in every public school and district across the country has always been to provide a solid educational foundation for all students. Such a foundation is key to students' eventual success in higher education, the workforce, and, in a broader sense, their adult lives as citizens and heads of their own families. In recent years, however, school success has increasingly come to be measured by results on standardized assessments, and the public expectation is that all children should meet state-established standards.
Thousands of schools and districts are grappling with the need to significantly, and rapidly, raise student achievement as measured by high stakes assessments. They are looking for answers— a roadmap — to guide their improvement efforts. Their efforts to improve might also go more smoothly if they are better prepared for "speed bumps" experienced by other districts. School districts can have a profound and positive impact on school improvement efforts. But many of them will have to make substantial changes in the way they do business.
A substantial number of studies have been conducted over nearly three decades to identify factors describing individual schools that have defied the odds by accomplishing high levels of achievement while serving significant numbers of children from low-income or minority families. But until recently little research has focused on school districts as the locus for improvement efforts.
For information about efforts to improve larger systems, educators often turned to research done in the corporate world. Perhaps the most famous of these studies was conducted by Peters and Waterman, who studied companies that ranked high on six measures of long-term financial health. The study contributed to a revolution in many American businesses that responded to the findings describing several characteristics of successful companies. Among Peters' and Waterman's key findings were that the high-performing corporations:
- were "close to their customers" and listened to what customers or clients said about their products and services;
- had a "bias for action"—they tried new ways of doing things, then tried other alternatives if necessary; and
- shifted responsibility for improving quality to the "workers" themselves — those dealing directly with clients and customers.
The Fifth Discipline, by Peter Senge, is another work that was originally written for the corporate world that has had substantial impact on education. In particular, his concept of the learning organization translated well to the understanding that schools had of themselves. However, the primary theme in his book — the importance of taking a systems view — was overlooked by many.
Source: https://ebookschoice.com/quickly-and-substantially-improve-student-achievement/
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
The Implications of StandardsPlease respond to the following.docxlaurieellan
"The Implications of Standards"
Please respond to the following:
Evaluate the purpose of student performance standards and developmental standards. Propose how each performance standard can be strengthened to assist student learning.
Evaluate the efficacy of the standards-based movement and examine how it has affected schools in general. Support your position by providing two examples from personal experience.
Peer Post
Expectations for instruction, assessment, and student work are called Performance Standards. These incorporate the content standards and they define the level of work that demonstrates achievement of the standards. Performance standards isolate and identify the skills needed to use the knowledge and skills in problem-solving, reasoning, communicating, and making connections with other information (Schlechty, 2009).Developmental standards are standards that teachers feel are important. These standards parents understand and can help enforce at home. The standard's goal is to ensure students have the basic knowledge and work habit to pursue different task. For instance, a student being able to read well enough to comprehend the material given (Schlechty, 2009). My suggestion would be to gear all performance standards towards improving student’s performance. Some standards need to be reformed to fit the needs of the ever-changing curriculum and student abilities. Teamwork is the key to transforming issues in performance standards. For instance, a teacher not being able to reach one student should collaborate with another grade level teacher for some suggestions for strategies.
The standards-based movement has affected the way educators present a specific objective. Teachers are expected to teach according to standards and students are expected to learn these standards. For instance, a standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. Evaluation is a key part of the standards-based movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned with the new standards. This has transformed the school in a negative direction. Teachers have limited flexibility to teach, and schools are more about passing end of year test rather than learning the necessary material needed. For example, standards are so important now that some items have been eliminated from the curriculum such as cursive writing. Evaluations have become the norm of the school curriculum. Its day 23 in the 2018-19 school year for my daughter, she has complained yesterday how she took a test in each subject. Which left me a little confused what could she have mastered in 22 days to receive an assessment in all subjects in 5th grade? A standard-based movement has eliminated real learning in schools.
Schlechty, P.C. (2009).
Leading for learning: How to transform schools into learning organizations
. San Francisco, CA: Jossey-Bass.
...
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
This article was retrieved from the ERIC database in the CEC L.docxchristalgrieg
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
Using Some Effective Teaching Methods in Higher Education SystemYogeshIJTSRD
this article discusses some features of teaching at higher educational institutions. Some methods of teaching and problems that teachers and students may face during their collaborative work also studied below. Dilmuradova Nilufar Asatullayevna "Using Some Effective Teaching Methods in Higher Education System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39982.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39982/using-some-effective-teaching-methods-in-higher-education-system/dilmuradova-nilufar-asatullayevna
Paper for 2nd International Conference on Lean Six Sigma for Higher Education
The single-faculty adoption of the Lean teaching pedagogy is a necessary pre-requisite to gaining wider acceptance in a department or school, and many important benefits can be realized if even only one faculty member adopts the Lean teaching pedagogy.
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1.docxinfantsuk
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1
MARKETING SEGMENTATION AND PRODUCT DEFINITION 4
Marketing Segmentation and Product Definition
Shana Williams
Professor Joan Draper
Mercy College
Marketing 225 DLA
11/25/2012
Marketing Segmentation and Product Definition
The Industry
The new service that caters to education reform is The Col School of Secondary Education. This school offers a secondary education everywhere in the U.S. with strategic rock climbing. These courses last every nine weeks without interfering with other required credits. This would enhance the need for competition through meeting the preferences of the schools, parents, and students within the market of education. Along with strategic rock climbing courses, this school will also feature arithmetic, science, and humanities courses . The concept and implementation of The Col School of Secondary Education would intrigue the interest of students and instructors alike since it bases on effective and efficient assimilation of public schools. Education boards has never seen a service like this ever because it allows students who would like to gain cultural knowledge by traveling, decision making, problem solving, and fitness, hence, the opportunity to take classrooms by storm. It is crucial for the product to follow the quality standards of classrooms in order to appeal effectively and appropriately to parents and relevant institutions. The Col School of Secondary Education falls in the education industry in that it is a form of outdoor classrooms at enhancing the minds of instructors and students. This allows instructors to be more responsible for students and challenges them in the classroom by trusting the student as well as themselves. It is ideal for the organization to venture into this industry because of great demand for the change in education reform and effective communication and education system in order to minimize the lack of attentiveness and structure in the classroom. The industry is broken and has lackluster in that the modern society depends on technology for most of its activities. This indicates of the modern society and technology is crucial, but what has happened to making leaders as well as fit individuals in an morbidly obese society?
The Need that the Product or Service Addresses
Col school of rock climbing would aim at enhancing our students to be future leaders and members of society and across the globe. Students will gain characteristics such as planning, concentration, goal setting, sense of achievement, and spatial awareness. These prove to be ideal for today’s job market as well as post secondary education. The service offers something new to education due to the fact that there is so much fuss with education reform and teachers. This is as a result of the lack of creativity in the classroom, students becoming too overly dependent on teachers, and teachers not bein ...
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
This article was retrieved from the ERIC database in the CEC L.docxchristalgrieg
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
Using Some Effective Teaching Methods in Higher Education SystemYogeshIJTSRD
this article discusses some features of teaching at higher educational institutions. Some methods of teaching and problems that teachers and students may face during their collaborative work also studied below. Dilmuradova Nilufar Asatullayevna "Using Some Effective Teaching Methods in Higher Education System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39982.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39982/using-some-effective-teaching-methods-in-higher-education-system/dilmuradova-nilufar-asatullayevna
Paper for 2nd International Conference on Lean Six Sigma for Higher Education
The single-faculty adoption of the Lean teaching pedagogy is a necessary pre-requisite to gaining wider acceptance in a department or school, and many important benefits can be realized if even only one faculty member adopts the Lean teaching pedagogy.
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1.docxinfantsuk
MARKETING SEGMENTATION AND PRODUCT DEFINITION 1
MARKETING SEGMENTATION AND PRODUCT DEFINITION 4
Marketing Segmentation and Product Definition
Shana Williams
Professor Joan Draper
Mercy College
Marketing 225 DLA
11/25/2012
Marketing Segmentation and Product Definition
The Industry
The new service that caters to education reform is The Col School of Secondary Education. This school offers a secondary education everywhere in the U.S. with strategic rock climbing. These courses last every nine weeks without interfering with other required credits. This would enhance the need for competition through meeting the preferences of the schools, parents, and students within the market of education. Along with strategic rock climbing courses, this school will also feature arithmetic, science, and humanities courses . The concept and implementation of The Col School of Secondary Education would intrigue the interest of students and instructors alike since it bases on effective and efficient assimilation of public schools. Education boards has never seen a service like this ever because it allows students who would like to gain cultural knowledge by traveling, decision making, problem solving, and fitness, hence, the opportunity to take classrooms by storm. It is crucial for the product to follow the quality standards of classrooms in order to appeal effectively and appropriately to parents and relevant institutions. The Col School of Secondary Education falls in the education industry in that it is a form of outdoor classrooms at enhancing the minds of instructors and students. This allows instructors to be more responsible for students and challenges them in the classroom by trusting the student as well as themselves. It is ideal for the organization to venture into this industry because of great demand for the change in education reform and effective communication and education system in order to minimize the lack of attentiveness and structure in the classroom. The industry is broken and has lackluster in that the modern society depends on technology for most of its activities. This indicates of the modern society and technology is crucial, but what has happened to making leaders as well as fit individuals in an morbidly obese society?
The Need that the Product or Service Addresses
Col school of rock climbing would aim at enhancing our students to be future leaders and members of society and across the globe. Students will gain characteristics such as planning, concentration, goal setting, sense of achievement, and spatial awareness. These prove to be ideal for today’s job market as well as post secondary education. The service offers something new to education due to the fact that there is so much fuss with education reform and teachers. This is as a result of the lack of creativity in the classroom, students becoming too overly dependent on teachers, and teachers not bein ...
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
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1. The last 25 years have witnessed a growing number of proposals and efforts to
help high schools better prepare their students for a world vastly different from
the one that gave rise to this American institution. Any observer can see that the
students who enter high school, their families, their future employers, and the
broader society have all changed far more than have the high schools themselves.
Students come from more diverse backgrounds than ever before, traditional two-
parent families are an ever-smaller share of the overall population, technology
and new organizational models have infused the modern workplace, and local
communities are increasingly affected by events in the larger global community.
Even as these changes have swept across American life, the high school has
remained largely unchanged.
Challenges in Reforming
High Schools
2. This paper summarizes proposals to bring the high school more in line with the
challenges it faces today, highlighting common themes and barriers to their
successful implementation. It follows a companion paper that puts forth a
conceptual framework for approaching the issue of students' transition from high
school to college and work. That review establishes that high schools,
postsecondary institutions, employers, parents, and students all share
responsibility for how well students manage those difficult transitions. It also
highlights the importance of enhancing student motivation to improve student'
success in pursuing their postsecondary aspirations. This paper examines in
greater depth the role that the high school might play in easing the transitions to
school, work, and citizenship and in motivating students to pursue excellence.
This focus on the high school, however, does not diminish the importance of
changes that must occur in the other institutions noted above. Indeed, many of
the changes that high schools may need to undertake will require the assistance
and cooperation of other institutions.
The reform proposals summarized in this paper seek to identify the most
productive elements that these three visions either have in common or are
complementary and to unify them in a coherent manner. Each emphasizes one or
even two of the three visions, but strives to embrace elements of all three. The
reform proposals range from those that exist only in the realm of theory to those
that have resulted in vibrant networks of high schools working to implement new
ideas.
As the following discussion explains, although these reform proponents approach
high schools from unique perspectives and offer different solutions, they all arrive
at the same two key objectives for high school reform. Thus, all of these reform
proposals begin with a core curriculum that students must master before they
graduate from high school. They also, in different ways, offer students and
teachers greater flexibility in the use of time so that all students can master the
skills and knowledge they need before they make the transition to the next level
of schooling, work, and beyond. Given the general agreement on these objectives
- a rigorous core curriculum and more flexible use of time - this approach can
serve as the starting point for a discussion about transforming the American high
3. school. After examining these two key objectives for high school reform, the
paper reviews the implication of those reforms for the operation of the typical
high school. After that, the paper discusses five major challenges to accomplishing
the common objectives of reform. It closes with some comments about the
implications of these reforms on the senior year of high school.
Raising academic standards for all students means giving students equal
opportunity to learn and master the content they need to succeed in college and
work. A deeply controversial issue at the heart of this objective is the grouping of
students by ability or postsecondary plans. Most research suggests that grouping
students according to their ability or plans restricts the access of students in
lower-level classes to challenging content and the best teachers, hampering these
students' ability to reach high academic standards. In high schools, grouping
traditionally has taken the form of tracking, with students assigned to specific
course sequences based on their past performance. In many cases, classes for
low-achieving students teach only low-level skills and require little student effort.
Pressure on schools to eliminate ability grouping in favor of more equitable
strategies for educating students who achieve at different levels has had some
success, but the practice continues, often in subtler fashion than before.
All of the reform proposals considered here recommend instituting a common
core curriculum with high academic standards that all high school students must
meet as a condition of graduation. They argue that having to complete a
challenging and comprehensive core curriculum ensures that all students have
the skills and knowledge they need to be effective citizens, earn college degrees,
and succeed in the workplace. A core curriculum also would push more students -
especially minority students - to achieve at a higher level.
Because of the long-standing competition between the academic and work-
readiness visions of high schools, academic and applied learning have traditionally
been separated in most high schools. The college preparatory curriculum taught
students academic skills and the vocational curriculum taught applied skills. Most
of the proposals reviewed for this paper reject that distinction and link the need
for greater integration with the need to institute higher standards. Implementing
4. a single core curriculum for all students would put an end to differentiated
curricular tracks and sorting practices that dominate in most high schools. It
would replace them with the best elements of the academic and vocational
tracks merged into one core curriculum that students recognize as having
relevance and practical value to their lives. This, in turn, could help motivate
students to succeed.
One approach to merging academic and applied learning entails adding or
substituting applied learning activities in the current high school curriculum.
Additions could entail community service requirements or periodic projects that
require students to team up with their peers to solve problems using their new
skills and knowledge. A more radical approach requires revamping the high school
curriculum to merge the theoretical focus of the academic curriculum with the
applied focus of the vocational curriculum. We advocate the adoption of applied
learning courses in which students study advanced math and science concepts in
lab settings that enable them to see the real-life applications of abstract
principles. Career academies adopt career-related themes and infuse academic
skills into career-related instruction, giving students the opportunity to see the
practical applications of the skills and knowledge they learn. Students also
participate in work readiness activities, including job shadowing and internships.
The goal of the academies is to ensure that graduates are prepared either for
college or for challenging careers in their area of concentration.
Many advocates of high school reform seek to liberate schools and students from
inflexible uses of time. To address this problem, reform proposals envision two
different approaches to making the use of time more flexible. The first approach,
clearly the most radical, examines whether every student needs four years of high
school to complete the core curriculum and move on to the next phase of their
lives. The second and less controversial proposal examines the efficiency of the
organization of the school day in allowing enough time for students to learn
difficult content. The one trait they both share is giving each student as much
time as he or she needs to master the core curriculum. Adolescents are maturing
at an earlier age than in previous generations and that the junior and senior years
lack rigor. Students have the opportunity to apply to college after their
5. sophomore year, engage in "advanced secondary" education in technical schools
or other institutions that arise to meet the need, or enroll in structured internship
or apprenticeship programs that prepare them for careers. Middle college high
schools offer another alternative to the traditional four-year high school
trajectory. Middle colleges are relatively new approaches to the Tech Prep model
in which students, after completing a core curriculum, attend the final two years
of high school on a community college campus. Those two years prepare them to
continue their education in a technical field after high school graduation without
leaving the familiar environs of the campus.
Several of the reform proposals view the time issue in terms of providing more
flexible scheduling of the time currently available to high schools. This approach
would free up teachers to fit class time around the content instead of slicing
content into predetermined 50 minute periods, and would allow the scheduling of
shorter class periods for less rigorous lessons. In addition to allowing schools
more flexible use of time, the Talent Development High School model assigns
freshmen to double sessions of reading and math to ensure that they are
prepared for the challenging curriculum of the career academies. Several models
also provide teachers with more time to plan together to develop and implement
curricular changes. On average, high school teachers currently get only 3-4
periods a week of non-teaching, non-supervisory time. This is wholly insufficient
to meet the demands of comprehensive high school reform, especially
considering that release times for teachers in the same department or grade level
are rarely coordinated.
This section highlights other major changes in the culture and structure of the
American high school that at least a majority of the reform plans say must occur
if high schools are to raise standards and use time more flexibly. It is not certain
whether this set of recommended structures and practices is sufficient to bring
about the improvements in student readiness for college and work that are
necessary. Researchers have studied these strategies individually and found them
to have positive results. They have not, however, examined them as a set to
determine if they result in improved outcomes for students. The reasons for this
are many, beginning with the difficulty of isolating the effects of any one reform
6. on institutions as complex and diverse as American high schools. Moreover, as
alluded to earlier, many of these strategies either have not been implemented or
have not been in place long enough to assess their effects. Others have been
implemented only on a small scale, often under very favorable circumstances.
Finally, many of the reform networks that have sought to implement these
strategies are fairly new or have not devoted extensive resources to evaluating
the effectiveness of their reform agenda. Therefore, none of these strategies
should be viewed as fool-proof, but as the best recommendations of those who
have studied and reflected on the American high school.
The reform proposals suggest that merging academic and applied learning in a
new core curriculum will require a new kind of assessment system. This system
will have to reliably establish that a given student has mastered the knowledge
and skills necessary to move on to further education and work. Assessing
students' progress on the basis of their demonstrated proficiency keeps the
spotlight on what students learn, not on the amount of time they spend sitting in
a classroom. In accordance with the objective of making time more flexible,
students would be able to demonstrate proficiency at any time after their
sophomore year.
For almost a century, graduation from high school has depended on students
earning passing grades in the requisite number of courses in each subject area.
However, this system does not ensure that students actually become proficient in
the skills and knowledge they need to succeed in their chosen postsecondary
pathway. The situation is akin to licensing a mechanic who has completed a
course on engine repair without determining whether that person can actually
repair an engine. Variations in course content, grading methods, and instructional
strategies across classrooms mean that students can earn passing even stellar
grades in high school and still not be ready for college, work, or life. Some states
have sought to address this problem by instituting high school graduation tests
that students must pass before receiving a diploma, but those tests have
considerable deficiencies. First, they typically test content drawn from the ninth-
or tenth-grade curriculum, leaving out the last two years of high school.
Moreover, they typically consist of a test taken during a single sitting, which does
7. not ensure that students are ready to apply their knowledge and skills to solve
real problems that they might face in college or on the job. Returning to the
mechanic example, a mechanic may be able to answers questions about how to
repair an engine, but most people would not want someone to work on their car
unless that person showed the ability to do the repair work.
An alternative to current assessment practices, advocated in one form or another
by the reform advocates, is to institute uniform assessment systems to determine
whether students have learned the knowledge and skills sufficiently well to
proceed to the next level. Ideally, these assessment systems would be
incorporated into the high school curriculum so that students could demonstrate
proficiency throughout their high school career instead of at one sitting in the
end. Many of the proposals also call for using multiple measures of a student's
readiness to move on so that no single event can ruin a student's chance to
graduate. Proficiency-based assessment systems play a central role in most of the
other reform models. Although different in many ways, these systems all begin
from the premise that students show that they have learned what they must
learn and that they do so over time and in different ways consistent with their
intellectual growth and individuality.
Another common theme that emerges from these reform proposals is the need to
create smaller learning environments to counteract the impersonal nature of
large high schools. Smaller learning environments would enable teachers to
personalize instruction according to the learning needs of individual students. The
creation of smaller high school learning environments is especially important
because of the increasing number of large high schools. With a growing
movement to reduce class sizes in the early grades, it will be difficult to find the
resources to reduce class size at the high school level, too. Several of the reform
proposals address the need for greater personalization by calling for smaller
learning communities within existing high schools.
Virtually all of the reform advocates decry the state of guidance counseling in
American high schools, and they call for substantial improvements in giving
students the information and help they need to make appropriate choices about
8. their future. A related problem is the need for academic support for students who
struggle academically. As schools require all students to meet the same
challenging academic standards, some students will inevitably struggle, and will
need personalized attention from guidance counselors before they can meet the
higher standards.
Several of the reform models call for lower student-counselor ratios to give
counselors more time to help students develop viable plans for the future and
monitor students' progress during the year. Others, envision a more
comprehensive restructuring of guidance and academic support that enlists all
school staff in helping students plan their future. Students who need extra
academic support would get it through flexible scheduling options.
All but two of the reform models or plans noted here devote considerable
attention and resources to addressing teachers' professional needs. Improving
high school teachers' mastery of content and repertoire of instructional skills
would prepare them to teach a more challenging curriculum to a more diverse
student population. The reform objectives outlined in this paper demand many
more - and different - teacher skills than does the current system. Not only
fairness but also common sense dictates that teachers have the support and
training they need to implement the new strategies described here. For instance,
a single core curriculum that reflects high academic standards will require many
teachers to upgrade the level of academic challenge of their coursework and then
teach it to a group of students with a much broader range of skills and interests
than those they have previously taught. Integrating applied and academic content
means using a much broader array of pedagogic tools than most teachers have at
their disposal. The models call for schools to take advantage of flexible scheduling
opportunities to give teachers more time to learn from their peers through
subject-focused networks, in-school study groups, shared planning time, and visits
to innovative schools and classrooms. Several models provide direct assistance to
schools.
9. The two key objectives for high school reform presented in this paper and the
problems they seek to address are not new. Yet, the strategies that pursue these
objectives have not been widely implemented. That alone demonstrates that
there are significant barriers in putting together a reform agenda for high schools.
This section identifies the most common barriers identified by the literature on
high school reform.
The basic structure and operation of the American high school have remained
unchanged for more than 50 years. Consequently, most administrators, teachers,
and parents are not familiar or comfortable with alternatives to the current
model. Efforts to institute dramatic changes therefore run up against
communities' suspicion of the unfamiliar, even in communities that support the
broad goals of the reform agenda. For instance, many people consider 12 years of
elementary and secondary education sacrosanct, yet that sequence emerged as
part of the historical evolution of public education, not because it is necessarily
the optimal length for elementary and secondary schooling. Lack of
understanding also breeds contempt from some stakeholders who view the
proposed changes not as an alternative to current practice but as an attempt to
layer new responsibilities onto existing practices and programs. This highlights the
need for broad public engagement in dialogue about the need for reform and the
strategies that might best accomplish the desired goals.
Most of these reforms require schools to significantly reallocate - and in some
cases increase - time for instruction and teachers' professional growth. Strategies
such as replacing the final two years of high school with alternative learning
opportunities, lightening teachers' course loads, and providing more time for
teachers to interact with one another and upgrade their content knowledge and
teaching skills all carry substantial price tags. Surely, substantial portions of those
added costs can be covered by reallocating existing resources and tapping unused
resources. Nonetheless, new resources will be needed to complete the task.
Educators will also need to be creative in finding ways to reallocate staff time and
redesign school calendars to provide the opportunities for curriculum
development, professional growth for teachers, and expanded instruction for
struggling students.
10. Many of the strategies presented here require high schools to establish strong
links with other institutions, most notably universities and employers. Proposals
to smooth the transition from high school to college require the active
involvement of the entire postsecondary education sector. Efforts to establish
healthy alliances among schools, universities, and employers bump up against
conflicting priorities, competing bureaucracies, inconsistent incentives for
collaboration, and outright prejudices. For instance, many employers think poorly
of educators because they perceive that public schools have failed to produce
well-prepared employees, and therefore may not be willing to work with schools
on an equal footing. Tenure policies at most universities do not encourage faculty
members to devote significant energy to becoming directly involved in reforming
K-12 education. High school faculty are fearful of sacrificing academic freedom
and exploration to the purely economic demands of the workplace. For some of
these reforms to take root, stakeholders will need to overcome these barriers to
their fruitful collaboration.
The agenda for reform put forth in these proposals is ambitious and addresses
many interrelated aspects of schooling, including curriculum, instruction, teacher
quality, assessment, and scheduling. It is almost impossible to untangle these
elements from one another because changing one will inevitably send shock
waves throughout the system, perhaps yielding unforeseen results. Practically,
however, it may be unreasonable to expect any complicated institution to
transform everything about itself in a radical fashion. Teachers understandably
can feel overwhelmed when they are asked to do too much. Such experiences can
lead to backlashes against reform. Therefore, it is important for reform agents to
balance the need for comprehensive reform across all elements of secondary
schooling with the limits to what professionals can absorb and implement
thoughtfully.
Collective bargaining agreements that establish seniority as the primary criterion
for determining staff placements impede the strategic staffing of high schools to
promote new approaches to learning. Innovative high school leaders eager to
pursue comprehensive reform prefer to select staff who share their enthusiasm
and risk-taking mentality. Unfortunately, many principals are forced to keep
11. senior teachers who work for reasons other than their support for the reform
because collective bargaining agreements give them preference over other
teachers. This makes it difficult for a principal to assemble a committed group of
teachers to carry out changes in a school, and can also make the teaching
profession unattractive to young teachers eager to engage in education reform.
The key objectives and reform strategies offered by the reform proposals
translate into a very different senior year experience for most students,
compared with what current students experience. For some students, the senior
year would provide an apt culmination to 12 years of formal schooling rather than
serving as a time when students' focus is on finally being done with high school.
These students would produce research projects and exhibitions that allow them
to show their teachers, parents, and peers the full extent of what they have
learned. For others, the senior year would provide a head start on a new career as
they pursue internships or apprenticeships, or attend middle colleges that
prepare them for advanced study in a particular technical field. And for still
others, there would be no senior year. Having mastered the core curriculum at
the age of 16, they would have left high school to enroll in college. Those are the
kinds of varied but positive outcomes that the reformers envision when they call
for a challenging core curriculum that combines academic and applied learning
and giving schools more flexibility in allocating instructional time.
Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational
keynote speaker and founder of https://Ebookscheaper.com. Megan champions
a radical rethink of our school systems; she calls on educators to teach both
intuition and logic to cultivate creativity and create bold thinkers.
Source: https://ebookscheaper.com/2022/05/12/challenges-in-reforming-high-
schools/