Creating A Writing Plan
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The document provides 5 key concepts for creating a successful writing program in schools: 1) dedicating adequate time and resources for writing across subjects daily, 2) using consistent assessment models to evaluate writing, 3) promoting understanding of writing processes and strategies, 4) including administrators, families, and the community, and 5) building a culture where writing is valued. It recommends schools audit current practices against these concepts, evaluate resources, examine student writing samples, identify strengths and barriers, and gain support for improvements.
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Coherent and Rigorous Instructional Programs
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
Project management
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Wssu session 2
The document discusses best practices for assessing student learning outcomes at the institutional level. It outlines a six-step process for faculty to work through to identify, prioritize, define, map, measure, and analyze learning outcomes. Key aspects of good assessment include using results to inform decisions, having a focus on important goals, active stakeholder participation, communicating results widely, and ensuring results are used fairly and ethically. Regional accrediting bodies outline five principles for institutions around defining learning missions, documenting student learning against standards, compiling evidence from multiple sources, and involving stakeholders in the assessment process.
517981-cambridge-international-s-vision-of-education-in-the-future-and-its-ro...
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This document summarizes a presentation given by Dr. Tristian Stobie on Cambridge International's vision of education for the future and its role in supporting schools. The presentation covered the challenges facing education, characteristics of excellent schools, Cambridge's strategy to support schools through curriculum and assessment developments, and questions for discussion.Integrating Standards into the Curriculum
This document discusses integrating standards into the curriculum. It reviews English language arts standards from the National Council of Teachers of English and Puerto Rico Department of Education. It outlines four basic steps for integrating standards: developing curriculum based on standards, building educator capacity, selecting a curriculum planning model, and monitoring/evaluating implementation. The document provides examples of developing standards-based units and reviewing specific standards in more depth.
Goals and objectives
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
Deliberate Practice Growth Targets
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
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