James Tenbusch
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James Tenbusch is a nationally recognized leader in the field of education administration and his numerous publications,speaking engagements, and teacher seminars in the technology and learning sets him apart from most his school administrator contemporaries.
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Most urban schools are vulnerable to society's preconceptions or biases regarding race and ethnicity, income, and class. But problems affecting academic achievement are just as likely to begin in the schools. Teachers' low expectations for student performance, whether out of misplaced sympathy, burn-out or frustration, are self-fulfilling prophecies. Low expectations produce a correspondingly low level of curriculum that is taught in an unengaging manner, that results in low levels of student achievement.
We believe that reciprocal accountability is critical to creating schools that are successful in teaching and learning.
Urban schools, and public education in general, have been undergoing fundamental review. Broad and accelerating changes in society are demanding higher standards of performance than ever before from the nation's public schools. In response, national, state and local leaders are developing academic standards for what children should know and be able to do at specific stages in their education. Almost every state has adopted or is in the final stages of adopting standards, and many states are aligning teacher certification, testing and accountability provisions to the standards. Within this context, school districts across the country have decided to intervene and take an active role in addressing low school performance. The educational interventions are long overdue and welcome, if done well. The high visibility, take-charge leadership of some urban superintendents has a broadly beneficial result of increasing public confidence in urban public education. It is important, however, to explore these interventions to see if they result in serious improvement in teaching and learning in schools. It would be unfortunate if the only results were slightly improved standardized test scores that provided a positive "spin" for political leaders.
As school districts across the country began aggressive interventions in low-performing schools, we decided to examine these interventions and, at the other end of the spectrum, initiatives that recognize school success. This report describes, analyzes and draws lessons and recommendations from the current interventions, which are primarily district-led.
Source: https://ebookschoice.com/creating-schools-that-are-successful-in-teaching-and-learning/
THE INTERRUPTIONS WORKSHOP SERIES FOR EDUCATORS
This document outlines a workshop series for educators to help interrupt destructive student behaviors. The workshops would address issues like gendered teasing, relational violence, communication across differences, and involving students in discipline. Each 4-hour workshop would use interactive presentations, role-playing scripts, and exercises to help educators practice positively interrupting behaviors. Participants would receive resources and support after the workshops. The trainer, Dr. Kerrita Mayfield, has teaching experience and focuses on using research and experiential learning to improve school culture and equip educators with skills.
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James Tenbusch
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- 6. 847.528.0895 3114 James Avenue Winthrop Harbor, IL 60096 US James P. Tenbusch Ph.D Committed to Improving Public Education