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Five Oaks Middle School in Beaverton, Oregon has 1160 students, with over 70 teachers. Through their work with the OMLI (Oregon Mathematics Leadership Institute) program over several years, the math department has improved student and teacher discourse in mathematics, increased student-centered and group learning, and developed teacher leadership. Their goals for the future include continuing to improve discourse, understanding proficiency-based assessment, and engaging the community in mathematics.
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This document describes the process undertaken by Skeie skole in Norway to transform from a lower to higher performing school. It involved developing a model for sustainable educational change focused on reflection of teaching/learning, visible classroom leadership, and visible school leadership. The model emphasized research-backed practices like clear learning goals/criteria, feedback/feedforward, and student self-assessment. Initial outcomes included increased classroom learning focus and the school becoming a learning organization. The next steps involve increasing parent participation and continued teacher development through observations and feedback. The model aims to improve student learning beyond standardized tests through sustainable changes in practice.
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Professional Learning Teams Powerpoint 1a
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
Responsive Classroom
The document discusses the Responsive Classroom approach, which emphasizes social-emotional learning and community building. It outlines procedures like morning meetings, rule-setting with logical consequences, and guided discovery. Studies found increases in reading/math scores and better social skills/behavior with Responsive Classroom. Teachers reported feeling more effective with collaboration and high-quality instruction.
Challenges with ELA Standards Implementation
The document outlines ways to help teachers, administrators, parents, and students meet English Language Arts Common Core State Standards. For teachers, it suggests practicing skills like analyzing text and discussing ideas in class. Administrators should ensure curricula align with standards and include parents. Parents can attend workshops to understand standards and help children. Students are advised to develop skills like reading, analyzing text, and discussing through practicing skills, reading daily, and taking ownership of their learning.
Socialization and Inquiry Based Learning in Math to Improve Student Success
This document outlines a plan to implement socialization and inquiry-based learning in a math program. It aims to increase student engagement, motivation, and learning through collaborative problem-solving and critical thinking activities. The initiative will create lessons integrating these methods and collect data on student outcomes before and after. If successful, it could be expanded district-wide.
Rounds and Flip Video
The document discusses using instructional rounds and flip videos to focus on student engagement. Administrators will begin book studies, introduce instructional rounds, and build common language. Rounds involve identifying problems, observing classrooms, and debating solutions. Videos from different schools will be shared and analyzed for levels of student engagement. The goal is to strengthen teaching and increase student achievement through engaging tasks and activities.
Scale up project
This document summarizes a SCALE-UP project piloted at Sheffield Hallam University. SCALE-UP is an active learning pedagogy where students work in groups on conceptual exercises and problems. The university piloted SCALE-UP in 13 subjects across 7 schools with 37 instructors and found mostly positive results. Students reported high satisfaction with SCALE-UP modules and signs of improved problem-solving, understanding, and expectations. Instructors found benefits but that careful planning is needed for group work, resources, and pre-class activities. The university aims to evaluate conditions needed for wider SCALE-UP implementation and impacts on learning given mixed approaches and constraints generating conclusive data.
You belong here and you can be successful
This document summarizes a seminar for new students about transitioning to a new school environment. A 12th grade student and faculty member will share their experiences adjusting to the new school culture and offer suggestions. They will discuss that there is no shame in getting a tutor, developing a positive attitude for studying, and that it gets easier over time. Students will have a chance to ask questions. The seminar also includes an activity where students rate their comfort and challenge levels in classes to identify areas to improve. Resources for support like advisors, counselors, and tutoring are outlined.
Lesssons from reform_around_the_world_0
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
Collaborative-Expertise-NLC-Final.pdf Collaborative-Expertise-NLC-Final.pdf
Collaborative-Expertise-NLC-Final.pdf
Teachers Needs Analysis
This document summarizes the results of a needs analysis survey of 113 English teachers in Zhejiang, China. The survey aimed to identify teachers' main problems, learning needs, and preferences for training. It found that teachers' top problems included student motivation, classroom management, and language skills. Their main learning needs centered around improving teaching skills, language proficiency, and activity design. Most teachers preferred hands-on, practical training focused on classroom observations and reflections rather than lectures. The results informed the design of an in-service teacher training program for the region.
Teacher's Rock: Building Teacher Morale in the Age of Accountability
This document discusses strategies for improving teacher morale. It begins by noting that teacher morale is linked to being treated as leaders and with respect. It then outlines how accountability policies have increased stress on teachers and decreased job satisfaction. The document proposes that school leaders adopt a more collaborative leadership style instead of punitive directives. It recommends focusing on empowering teachers, supporting innovation over compliance, and reconnecting schools with local communities. Specific strategies proposed include recognizing teachers, providing meaningful professional development, keeping class sizes small, organizing social events, and treating teachers with respect. The goal is to replace a tone of accountability with one of creativity and support human elements of teaching.
Huggins.wsu.supt.cohort.plc.presentation
This case study examined how a principal implemented professional learning communities (PLCs) to improve math achievement in a diverse, low-income high school. The principal closely structured the math PLC, facilitating most meetings and using questions to focus teachers on student learning. Under this structure, teachers collaborated, held each other accountable, and changed practices. As a result, the school improved its state math assessment scores by 15% over two years. The case demonstrates how strategic principal leadership of PLCs can drive success in challenging school contexts.
The Teacher Leader: Supporting School and Student Success
Presentation for NJ teachers defining teacher leadership and exploring the role of teacher leaders in NJ schools.
NCASCD - District Improvement 2/09
The document outlines Hickory Public School District's process for developing a district-wide school improvement plan focused on improving instruction. Key aspects included defining the district's instructional core through research and teacher input, vertically aligning the curriculum using a wiki for collaboration, and conducting school-level gap analyses to identify differences between current practice and the instructional core. The goal was to establish a collaborative, data-driven system for school improvement accountable for student success.
Teacherqualitypowerpoint 121214064244-phpapp01
This document summarizes research into how administrators, teachers, and students define teacher quality. Surveys were sent to these groups and some interviews were also conducted. Administrators and teachers ranked challenging students academically as the top indicator of quality, while students prioritized preparation, patience and using technology. Both administrators and teachers saw the link between quality teaching and student achievement. Characteristics like building relationships, making content exciting and having high standards were seen as important. The research suggests that teacher quality has the most significant school-based impact on student achievement. There was some debate around the value of advanced degrees and technology in teaching.
Successful Remediation of the Unsatisfactory Teacher
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
How Co-Teaching Saved Student Teaching
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
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K-12 Math Program Update for Franklin (MA) School Committee
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Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
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Nellie Muir_Woodburn 2008
Nellie Muir Elementary is a K-5 school with 430 students, 81% of whom are Latino and 94% qualify for free or reduced lunch. Their vision is for all students, staff, parents, and community members to cooperate and grow together through respect and accountability. They have seen success in improving math scores over time and received state recognition for closing achievement gaps. Their next steps are to continue increasing student mathematical discourse through teacher practices and making more connections between math and other subjects.
Hucrest Elementary Roseburg
Hucrest Elementary saw improvements in math test scores after participating in the OMLI professional development program from 2005-2008. Teachers reported focusing more on think time, discourse, clear learning goals, and incorporating core math ideas. Special education teachers noted the value of honoring diverse answers and using common vocabulary. The school's action plan going forward included continuing to share teaching practices, analyzing student work, aligning curriculum to standards, and providing professional development focused on student learning and discourse.
Roseburg District
Roseburg Public Schools serves over 6,300 students across nine elementary schools, two middle schools, one high school, and one charter school. The district aims to provide high-quality math instruction to all students through its OMLI (Oregon Math Leadership Institute) journey, which focuses on standards, instruction, assessment, and communication. Through OMLI, the percentage of students meeting state standards has increased by at least 5 percentage points, more students are meeting typical growth targets, and teacher math content knowledge and leadership skills have improved. The district is committed to continuing its OMLI work to ensure equal access to math education for all students.
Stoller Update
The document outlines the professional development activities of the math department at Stoller Middle School from 2005 to 2011. It focused on introducing and refining the use of proficiency and sufficiency models to assess student performance in mathematics. Teachers participated in monthly meetings and workshops to analyze math tasks, develop common assessments, and establish guidelines for evaluating student work. The goal was to build a collaborative community of teachers to improve mathematics instruction and implement proficiency-based assessment.
Stoller Omli
The document outlines the professional development activities of the math department at Stoller Middle School from 2005 to 2011. It focused on introducing and refining the use of proficiency and sufficiency models to assess student performance in mathematics. Teachers participated in monthly meetings and workshops to analyze math tasks, evaluate student work, and establish guidelines for demonstrating proficiency. The goal was to build a collaborative community of teachers to improve mathematics instruction and implement common standards of proficiency.
Omli Clarkes1
CLARKES is a school that participated in the OMLI program to improve math instruction. Their accomplishments included providing twice monthly staff development on math and discourse techniques, having all staff create agreements with students, participating in a district peer coaching program, and implementing new technologies like document cameras. Their three year plan is to continue participating in peer coaching, have staff regularly examine student work and thinking, and support teachers in discourse techniques especially for gifted students.
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Fiveoaksomli
- 1. Five Oaks Middle School Beaverton, OR
- 5. What we have accomplished . . .