Lesson Learned outline
•Download as PPTX, PDF•
0 likes•476 views
Lesson Learned works to remedy teachers' problems through low-cost and effective solutions. It aims to help teachers with lesson planning by creating a web platform where teachers can search for lessons aligned to standards, give and receive feedback, and plan units to share with administrators. The business model involves a subscription service with revenue from teachers, schools, districts, sponsors, and foundations to cover the costs and continuously improve the platform.
Report
Share
Report
Share
Recommended
Can we identify effective teachers?
This document summarizes research on gathering feedback to improve teaching. Key findings include:
1) Current assessments of teaching skills are not related to effectiveness; reliable classroom observations require multiple certified observers.
2) Student surveys are a low-cost way to evaluate untested grades/subjects and are related to student achievement gains.
3) Teachers identified as more effective through random assignment caused students to learn more.
Instructional Meeting
This document provides an overview of plans and expectations for teachers at Glenn Hills Middle School for the 2010-2011 school year. It includes details about curriculum planning, instructional calendars, meeting schedules, morning responsibilities, unit planning, standards-based instruction, interventions, non-negotiables, assessments, data collection, professionalism, communication logs, grading scales, student achievement, portfolios, training, and announcements.
Htsa 1st prototype evaluation 2014
This document discusses creating a shared language for teaching, learning, and assessment across student transitions to improve student achievement and progress. It proposes establishing a common approach to teaching as learning design, shared assessment strategies using rich data, and common values across learning environments. The goal is to form a networked improvement community of "research teachers" who plan improvement efforts, try interventions, study results, and share learning to strengthen student self-directed learning and manage transitions.
Common Core Standards (2011 SIP)
The document discusses the Common Core State Standards and how they will change education. It notes that the standards will be fewer but more in-depth. States will fully implement the standards by 2014 and be assessed through the PARCC system. The standards aim to develop deeper thinking skills and prepare students for college and careers. Effective vocabulary, writing, and reading instruction is also discussed.
Kemp/Kidd Acsa presentation november 2013
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There are wide achievement gaps between student groups, with Asian students significantly outperforming Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing an instructional framework, using data to monitor progress, and providing opportunities for collaboration among teachers and leaders. The goals are to increase the number of English Learners attaining proficiency and refine areas of focus based on self-assessments of strengths and weaknesses.
Acsa presentation november 2013
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There is a significant achievement gap between Asian and Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing a progress monitoring system, opportunities for collaboration, and an instructional framework. The district is also using transformation rubrics and a theory of action approach to focus and align reform efforts and set clear goals for student outcomes.
Fall 2010 All Staff In-Service Day
The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
Quality Program Indicators Academic Interventions
The document discusses various academic intervention programs and strategies used in schools. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists essential components of effective math programs, such as teaching math facts and problem-solving skills. The document outlines strategies for creating cohesive student groups, including establishing group norms, traditions, and goals. It discusses using progress monitoring tools like AIMSweb to regularly assess student performance and evaluate the impact of instructional changes.
Recommended
Can we identify effective teachers?
This document summarizes research on gathering feedback to improve teaching. Key findings include:
1) Current assessments of teaching skills are not related to effectiveness; reliable classroom observations require multiple certified observers.
2) Student surveys are a low-cost way to evaluate untested grades/subjects and are related to student achievement gains.
3) Teachers identified as more effective through random assignment caused students to learn more.
Instructional Meeting
This document provides an overview of plans and expectations for teachers at Glenn Hills Middle School for the 2010-2011 school year. It includes details about curriculum planning, instructional calendars, meeting schedules, morning responsibilities, unit planning, standards-based instruction, interventions, non-negotiables, assessments, data collection, professionalism, communication logs, grading scales, student achievement, portfolios, training, and announcements.
Htsa 1st prototype evaluation 2014
This document discusses creating a shared language for teaching, learning, and assessment across student transitions to improve student achievement and progress. It proposes establishing a common approach to teaching as learning design, shared assessment strategies using rich data, and common values across learning environments. The goal is to form a networked improvement community of "research teachers" who plan improvement efforts, try interventions, study results, and share learning to strengthen student self-directed learning and manage transitions.
Common Core Standards (2011 SIP)
The document discusses the Common Core State Standards and how they will change education. It notes that the standards will be fewer but more in-depth. States will fully implement the standards by 2014 and be assessed through the PARCC system. The standards aim to develop deeper thinking skills and prepare students for college and careers. Effective vocabulary, writing, and reading instruction is also discussed.
Kemp/Kidd Acsa presentation november 2013
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There are wide achievement gaps between student groups, with Asian students significantly outperforming Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing an instructional framework, using data to monitor progress, and providing opportunities for collaboration among teachers and leaders. The goals are to increase the number of English Learners attaining proficiency and refine areas of focus based on self-assessments of strengths and weaknesses.
Acsa presentation november 2013
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There is a significant achievement gap between Asian and Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing a progress monitoring system, opportunities for collaboration, and an instructional framework. The district is also using transformation rubrics and a theory of action approach to focus and align reform efforts and set clear goals for student outcomes.
Fall 2010 All Staff In-Service Day
The document summarizes a professional development day agenda for the AMA Educational Service District. The agenda includes:
1. Table introductions for staff to get to know each other and their roles.
2. A review of current initiatives like the District Improvement Team, Unique Learning System curriculum, and the Getting Explicit About Reading program.
3. An introduction of new initiatives like the Criteria for Success template to evaluate programs and the Community Forums to promote community partnerships.
Quality Program Indicators Academic Interventions
The document discusses various academic intervention programs and strategies used in schools. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists essential components of effective math programs, such as teaching math facts and problem-solving skills. The document outlines strategies for creating cohesive student groups, including establishing group norms, traditions, and goals. It discusses using progress monitoring tools like AIMSweb to regularly assess student performance and evaluate the impact of instructional changes.
Gps leads the way!
The document summarizes a session on embedding the Graduate Portfolio System (GPS) into school culture at Sharpstown International School. It discusses challenges implementing GPS in previous years and developing goals and plans for the upcoming year. It provides examples of challenges faced by Sharpstown International including adapting from a small charter school to a larger 6-12 model and creating teacher buy-in for GPS tasks. Participants shared challenges and successes, developed measurable goals for one challenge, and shared goals in groups to get feedback.
Standard 5 Artifacts Decision Making
High-performing leaders establish goals, collect and analyze data to inform decisions, and implement problem-solving strategies. They consult faculty to identify student needs based on test scores, spend time training faculty on inputting student data, and assist students and parents with various academic and personal issues while referring them to community organizations. These leaders make timely decisions using available information and involve families and community members in school activities through presentations and flyers.
CCC-M F2F meeting_140326
This document outlines the agenda and goals of a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The day will include reviewing project goals, formative assessment, focus groups, and a wrap-up. Key themes of the CCCM project are student success, digital literacy, transition from elementary to secondary school, professional learning, and using data. Objectives for the first year are to foster communities of practice around mathematics and digital tools and develop shared understandings.
Quality Program Indicators Academic Interventions
This document discusses various academic intervention programs and strategies. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists the 5 essential components of an effective math program and describes strategies for math interventions, such as teaching basic facts to automaticity. The document outlines AIMSweb, a program the school district uses to monitor student progress in reading, math, and other areas. It concludes with strategies for creating cohesive intervention groups, such as establishing group norms and goals.
Developing a Systemwide Autism Program
What are the essential elements needed to provide effective and sustainable evidence-based programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how three states (Oregon, Arizona & Arkansas) have developed solutions for building their capacity to serve all students with autism. Specifically, the OrPATS Project (Oregon Regional Program Autism Training Sites), AzSECAP (Arizona Statewide Early Childhood Autism Project) and Easter Seals Connect Project will be discussed.
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...Society for Learning Analytics Research
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Vertical Collaborative Teams February 9, 2012
This document summarizes a meeting about developing core instruction action plans. It includes:
1) An overview of the meeting objectives which were to share plans from different schools, clarify expectations for instruction plans, and develop a checklist outlining the plan expectations.
2) A discussion of the components and implementation of instruction plans, including actions, evidence, impact, resources, responsibilities, and timelines.
3) Instructions for teachers to work in groups to develop a comprehensive checklist communicating the criteria for strong instruction plans using an online template.
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State SchoolThe Australian Association of Mathematics Teachers (AAMT) Inc.
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.ALD4ALL Team Presents at AERA 2015
The ALD4ALL team presented at the American Educational Research Association (AERA) on the design, activities, and outcomes of the ALD4ALL project.
CCC-M Introduction (2013-2016)
This 3-year project between Riverside School Board and McGill University aims to enhance the teaching and learning of mathematics using technology. The goals are for teachers to engage in ongoing professional learning to benefit student learning, and to use student data to monitor progress. Key activities over the 3 years include face-to-face meetings, online discussions, classroom visits, and developing practices around using digital tools and video-based lessons. The project aims to foster collaboration and develop teachers' digital literacy skills to improve students' mathematical understanding.
CCC-M F2F meeting_161101
This document summarizes a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The agenda includes sharing teaching strategies, reviewing research on strategies like math journals and open-ended tasks, co-planning a rich mathematical task aligned to a learning target, and discussing formative assessment. Group norms are established like remaining on task and respecting peers. The goal is to collaboratively design lessons integrating technology and the discussed strategies.
Improving Quality Of Esol Provision Natecla
Presentation given to NATECLA national conference 2009 with info on improving quality of ESOL provision in an FE college
Clevedon school power point presentation
The document describes an accelerated literacy program called "Writing Warriors" for students struggling with writing. The program aimed to give students ownership over their writing, establish goals, and use visual prompts, modeling, and feedback to help students verbalize and write sentences. Data showed most students made progress in standardized writing assessments after completing the program. Key strategies that contributed to success included verbalizing sentences, using visuals, clear routines and goals, modeling by teachers, and consistency. Teachers met weekly to review student work and refine the program. Parents and other school staff were also engaged.
Year 10 Power to Perform - 2019/20
This document provides information for parents on how to support their child's learning in Year 10. It discusses the benefits of parental engagement in education and examples of how parents can be involved, such as helping with homework and communicating with the school. It outlines expectations for Year 10, including key dates and exams. Resources are recommended for core subjects like English, maths, and science. The school's online tools for communication and homework are also introduced. The goal is to empower parents to help their child succeed in secondary education.
Year 11 Power to Perform Presentation September 2018
This document provides information for parents on how to become engaged with their child's learning at college. It defines the difference between parental involvement, which is supporting a child's attendance at school functions, and parental engagement, which is actively partnering with the school in improving a child's learning. The benefits of engagement are outlined as better student outcomes, positive relationships between home and school, and helping all parties better understand expectations and student needs. Various forms of engagement are described, such as helping with homework, communicating with teachers, volunteering at school, and serving as a school governor. The document also previews some of the programs and initiatives students will encounter over the coming academic year.
Introductory slides
The document discusses a workshop for maximizing the value of introductory courses for future K-12 teachers. It includes polls about the participants' backgrounds in education and familiarity with Next Generation Science Standards and teacher preparation requirements. The document notes that about half the participants teach classes for pre-service teachers and most interact regularly with STEM colleagues but not education colleagues, information to keep in mind during workshop discussions about strategies.
SAS Map Testing Parent Presentation
NWEA Measures of Academic Progress (MAP) tests students in grades 3-10 at Shanghai American School in mathematics, reading, and language usage. MAP is administered in the fall and spring and provides RIT scores, which allow for measuring academic growth over time on an equal interval scale. The school, teachers, and parents can use MAP data to identify strengths and weaknesses, evaluate programs, guide classroom instruction, and celebrate student growth.
Presentation 22
Teachers will learn how to ask higher-level, measurable questions in the classroom based on Bloom's Taxonomy and UDL principles to promote deeper student learning. Measurable questions go beyond facts and require analysis, evaluation or creation from students. Common classroom practices like making charts or labeling focus on lower-level thinking, while measurable questions mirror the type of questions students will face on exams requiring higher-order thinking.
Presentation12
Teachers will learn how to ask higher-level, measurable questions in the classroom based on Bloom's Taxonomy and UDL principles to promote deeper student learning. Measurable questions go beyond facts and require analysis, evaluation or creation from students. Common classroom practices like making charts or labeling focus on lower-level thinking, while measurable questions prepare students for high-stakes exams through developing higher-order thinking skills.
ALD4ALL TSAS PowerPoint 20150922
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
Virginia Demonstration Project
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
Teacher Leadership Vision StatementDear (Tina),In order t.docx
Teacher Leadership Vision Statement
Dear (Tina),
In order to further develop a community, much more a learning environment for children, one must be able to go beyond the ordinary. Teachers are made not only to teach but to lead as well. To make these teachers effective leaders, we ask the support of our colleagues, the school administration, our students and their parents, and most importantly, our stakeholders. On our end, we will do our best to maximize all our resources and services and capitalize on our strengths and assets in order to fulfill our roles as teachers, as well as to deliver to the school administration as well as to our dear stakeholders. You, as a stakeholder, have been identified as a credible partner of our organization in enriching children’s lives and furthering young skills and talents. As a stakeholder, we value your input in improving our services since the success of this process depends on your involvement at that of our other stakeholders’. As a partner working towards the betterment of our institution, together we must achieve the following:
· An enriching environment for learners to nurture their skills and further their development.
· A community of teachers and learners working towards one goal and reaching it through productive and plausible means.
· To lead with pride and purpose in order to encompass all forms of student development and improve student learning.
· A community where equality is valued; where one’s opportunities are not determined by his/her social status in life nor his/her physical condition.
· A community where one’s skills and talented can be nurtured and maximized to its full potential. I aim to discredit the notion that a student’s success is driven by his/her background, I want to be able to change that and support everyone regardless of his/her social background and status in life. One’s success should depend on the student’s willingness to learn and hone his/her skills, on the student’s determination to get the job done as excellently as possible, and on the student’s overall performance.
· A learning community where excellent ideas and strategies are exchanged between students and teachers, where problems are being solved collaboratively through consultations with expert colleagues.
· To inculcate values of optimism, collaboration, and innovation in our daily activities and work ethic to better inspire colleagues and students to work just the same.
· An education system where collaboration and freedom of professional inquiry are promoted; this will not all be of help to the students but to my colleagues as well.
· Lastly, I envision a life-giving learning community rooted in our core values of passion, equality, and determination guided by the mission to bring out each child’s potential.
All of these will be made possible if accompanied by unyielding support and active participation from the school administration, fellow teachers, students, as well as their parents. It is m ...
More Related Content
What's hot
Gps leads the way!
The document summarizes a session on embedding the Graduate Portfolio System (GPS) into school culture at Sharpstown International School. It discusses challenges implementing GPS in previous years and developing goals and plans for the upcoming year. It provides examples of challenges faced by Sharpstown International including adapting from a small charter school to a larger 6-12 model and creating teacher buy-in for GPS tasks. Participants shared challenges and successes, developed measurable goals for one challenge, and shared goals in groups to get feedback.
Standard 5 Artifacts Decision Making
High-performing leaders establish goals, collect and analyze data to inform decisions, and implement problem-solving strategies. They consult faculty to identify student needs based on test scores, spend time training faculty on inputting student data, and assist students and parents with various academic and personal issues while referring them to community organizations. These leaders make timely decisions using available information and involve families and community members in school activities through presentations and flyers.
CCC-M F2F meeting_140326
This document outlines the agenda and goals of a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The day will include reviewing project goals, formative assessment, focus groups, and a wrap-up. Key themes of the CCCM project are student success, digital literacy, transition from elementary to secondary school, professional learning, and using data. Objectives for the first year are to foster communities of practice around mathematics and digital tools and develop shared understandings.
Quality Program Indicators Academic Interventions
This document discusses various academic intervention programs and strategies. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists the 5 essential components of an effective math program and describes strategies for math interventions, such as teaching basic facts to automaticity. The document outlines AIMSweb, a program the school district uses to monitor student progress in reading, math, and other areas. It concludes with strategies for creating cohesive intervention groups, such as establishing group norms and goals.
Developing a Systemwide Autism Program
What are the essential elements needed to provide effective and sustainable evidence-based programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how three states (Oregon, Arizona & Arkansas) have developed solutions for building their capacity to serve all students with autism. Specifically, the OrPATS Project (Oregon Regional Program Autism Training Sites), AzSECAP (Arizona Statewide Early Childhood Autism Project) and Easter Seals Connect Project will be discussed.
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...Society for Learning Analytics Research
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Vertical Collaborative Teams February 9, 2012
This document summarizes a meeting about developing core instruction action plans. It includes:
1) An overview of the meeting objectives which were to share plans from different schools, clarify expectations for instruction plans, and develop a checklist outlining the plan expectations.
2) A discussion of the components and implementation of instruction plans, including actions, evidence, impact, resources, responsibilities, and timelines.
3) Instructions for teachers to work in groups to develop a comprehensive checklist communicating the criteria for strong instruction plans using an online template.
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State SchoolThe Australian Association of Mathematics Teachers (AAMT) Inc.
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.ALD4ALL Team Presents at AERA 2015
The ALD4ALL team presented at the American Educational Research Association (AERA) on the design, activities, and outcomes of the ALD4ALL project.
CCC-M Introduction (2013-2016)
This 3-year project between Riverside School Board and McGill University aims to enhance the teaching and learning of mathematics using technology. The goals are for teachers to engage in ongoing professional learning to benefit student learning, and to use student data to monitor progress. Key activities over the 3 years include face-to-face meetings, online discussions, classroom visits, and developing practices around using digital tools and video-based lessons. The project aims to foster collaboration and develop teachers' digital literacy skills to improve students' mathematical understanding.
CCC-M F2F meeting_161101
This document summarizes a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The agenda includes sharing teaching strategies, reviewing research on strategies like math journals and open-ended tasks, co-planning a rich mathematical task aligned to a learning target, and discussing formative assessment. Group norms are established like remaining on task and respecting peers. The goal is to collaboratively design lessons integrating technology and the discussed strategies.
Improving Quality Of Esol Provision Natecla
Presentation given to NATECLA national conference 2009 with info on improving quality of ESOL provision in an FE college
Clevedon school power point presentation
The document describes an accelerated literacy program called "Writing Warriors" for students struggling with writing. The program aimed to give students ownership over their writing, establish goals, and use visual prompts, modeling, and feedback to help students verbalize and write sentences. Data showed most students made progress in standardized writing assessments after completing the program. Key strategies that contributed to success included verbalizing sentences, using visuals, clear routines and goals, modeling by teachers, and consistency. Teachers met weekly to review student work and refine the program. Parents and other school staff were also engaged.
Year 10 Power to Perform - 2019/20
This document provides information for parents on how to support their child's learning in Year 10. It discusses the benefits of parental engagement in education and examples of how parents can be involved, such as helping with homework and communicating with the school. It outlines expectations for Year 10, including key dates and exams. Resources are recommended for core subjects like English, maths, and science. The school's online tools for communication and homework are also introduced. The goal is to empower parents to help their child succeed in secondary education.
Year 11 Power to Perform Presentation September 2018
This document provides information for parents on how to become engaged with their child's learning at college. It defines the difference between parental involvement, which is supporting a child's attendance at school functions, and parental engagement, which is actively partnering with the school in improving a child's learning. The benefits of engagement are outlined as better student outcomes, positive relationships between home and school, and helping all parties better understand expectations and student needs. Various forms of engagement are described, such as helping with homework, communicating with teachers, volunteering at school, and serving as a school governor. The document also previews some of the programs and initiatives students will encounter over the coming academic year.
Introductory slides
The document discusses a workshop for maximizing the value of introductory courses for future K-12 teachers. It includes polls about the participants' backgrounds in education and familiarity with Next Generation Science Standards and teacher preparation requirements. The document notes that about half the participants teach classes for pre-service teachers and most interact regularly with STEM colleagues but not education colleagues, information to keep in mind during workshop discussions about strategies.
SAS Map Testing Parent Presentation
NWEA Measures of Academic Progress (MAP) tests students in grades 3-10 at Shanghai American School in mathematics, reading, and language usage. MAP is administered in the fall and spring and provides RIT scores, which allow for measuring academic growth over time on an equal interval scale. The school, teachers, and parents can use MAP data to identify strengths and weaknesses, evaluate programs, guide classroom instruction, and celebrate student growth.
Presentation 22
Teachers will learn how to ask higher-level, measurable questions in the classroom based on Bloom's Taxonomy and UDL principles to promote deeper student learning. Measurable questions go beyond facts and require analysis, evaluation or creation from students. Common classroom practices like making charts or labeling focus on lower-level thinking, while measurable questions mirror the type of questions students will face on exams requiring higher-order thinking.
Presentation12
Teachers will learn how to ask higher-level, measurable questions in the classroom based on Bloom's Taxonomy and UDL principles to promote deeper student learning. Measurable questions go beyond facts and require analysis, evaluation or creation from students. Common classroom practices like making charts or labeling focus on lower-level thinking, while measurable questions prepare students for high-stakes exams through developing higher-order thinking skills.
ALD4ALL TSAS PowerPoint 20150922
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
What's hot (20)
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State School
Year 11 Power to Perform Presentation September 2018
Year 11 Power to Perform Presentation September 2018
Similar to Lesson Learned outline
Virginia Demonstration Project
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
Teacher Leadership Vision StatementDear (Tina),In order t.docx
Teacher Leadership Vision Statement
Dear (Tina),
In order to further develop a community, much more a learning environment for children, one must be able to go beyond the ordinary. Teachers are made not only to teach but to lead as well. To make these teachers effective leaders, we ask the support of our colleagues, the school administration, our students and their parents, and most importantly, our stakeholders. On our end, we will do our best to maximize all our resources and services and capitalize on our strengths and assets in order to fulfill our roles as teachers, as well as to deliver to the school administration as well as to our dear stakeholders. You, as a stakeholder, have been identified as a credible partner of our organization in enriching children’s lives and furthering young skills and talents. As a stakeholder, we value your input in improving our services since the success of this process depends on your involvement at that of our other stakeholders’. As a partner working towards the betterment of our institution, together we must achieve the following:
· An enriching environment for learners to nurture their skills and further their development.
· A community of teachers and learners working towards one goal and reaching it through productive and plausible means.
· To lead with pride and purpose in order to encompass all forms of student development and improve student learning.
· A community where equality is valued; where one’s opportunities are not determined by his/her social status in life nor his/her physical condition.
· A community where one’s skills and talented can be nurtured and maximized to its full potential. I aim to discredit the notion that a student’s success is driven by his/her background, I want to be able to change that and support everyone regardless of his/her social background and status in life. One’s success should depend on the student’s willingness to learn and hone his/her skills, on the student’s determination to get the job done as excellently as possible, and on the student’s overall performance.
· A learning community where excellent ideas and strategies are exchanged between students and teachers, where problems are being solved collaboratively through consultations with expert colleagues.
· To inculcate values of optimism, collaboration, and innovation in our daily activities and work ethic to better inspire colleagues and students to work just the same.
· An education system where collaboration and freedom of professional inquiry are promoted; this will not all be of help to the students but to my colleagues as well.
· Lastly, I envision a life-giving learning community rooted in our core values of passion, equality, and determination guided by the mission to bring out each child’s potential.
All of these will be made possible if accompanied by unyielding support and active participation from the school administration, fellow teachers, students, as well as their parents. It is m ...
Professional Learning Communities and Collaboration as a Vehicle to School Tr...
Professional Learning Communities and Collaboration as a Vehicle to School Tr...Partners in School Innovation
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.Schools That Work
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
Framework 4 Learning
This document discusses developing a framework to support high performance and alignment across a school. It proposes a whole school framework with phase/year level planning and class planning. This "Framework 4 Learning" would have three key foundations: Agile, Balanced, and Cohesive. Agile refers to an adaptive, responsive curriculum. Balanced ensures a comprehensive yet accountable curriculum. Cohesive aims to build continuity across phases and a common pedagogy. The document seeks ideas on tools like a digital project planner and peer reviews to enable this framework.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
RI Educator Autonomy Kickoff presentation
This document provides an overview of the Educator Autonomy Project in Rhode Island. The project aims to support Rhode Island's efforts to improve student achievement through increased local autonomy for educators. It will examine barriers to effective teaching and learning, and make recommendations to the governor on how to remove barriers and strengthen autonomy at the school and teacher level while ensuring quality and effectiveness. A working group representing all stakeholders will conduct the work over 6-9 months. They will build understanding of the issues, identify areas for recommendations, develop and test specific recommendations, and prioritize proposals. Autonomy may be increased at the state, district, school and teacher levels in areas like budgeting, staffing, curriculum and assessments. The goal is to empower
EdVisions Japan 2.6
The document summarizes an educational symposium between educators from Minneapolis, Minnesota and Tokyo, Japan. It discusses the history and design of project-based learning schools, including EdVisions schools. Key aspects of EdVisions schools are self-directed project based learning, small learning communities, authentic assessment, and teacher ownership of the schools. The roles of both teachers and students differ from traditional schools, with students driving their own curriculum and teachers serving as advisors.
Management: Strategic Planning: Braving the Journey (Part 1)
Two NPEA member programs, Aim High and Buffalo Prep, shared their successes and challenges with strategic planning.
Superintendent Conference Day #1
This document summarizes key points from a superintendent conference for teachers. It discusses challenges facing the district like declining state aid and increased charter school competition. It emphasizes improving student achievement through strengthening curriculum, increasing engagement, using data-driven instruction, and teachers committing to lifelong learning. The overall message is that teachers need to go above and beyond their basic responsibilities to help students succeed despite budget cuts.
Educator autonomy work group 4.7.14 notes
This document summarizes notes from a meeting of the Educator Autonomy Working Group in Rhode Island on April 7, 2014. Representatives from Massachusetts discussed their experiences implementing school autonomy strategies. Autonomy comes from districts and schools are not limited by centralized policies. Schools receive lump sum budgets and teachers collaborate on professional development. While results vary, autonomy generally empowers principals and teachers to better meet student needs. Developing leadership through residency programs is important for success. Maintaining trust between all stakeholders is crucial when granting or revoking autonomy.
WSU presentation
The document discusses research on how people learn and effective instructional practices. It emphasizes that instruction is key to improving student outcomes and teachers must have tools and support to continuously improve their practice. Specifically, it recommends using professional learning communities with a common instructional framework or protocol to provide a structure for teachers to collaborate, share knowledge, and focus on improving instructional practice. When implemented well, this approach of collaborative professional development can significantly impact student achievement.
Zeiger Elementary State Of The School 2008-09
1. Edward Zeiger Elementary's mission is to ensure high levels of learning for each student in an inclusive environment supporting lifelong skill development.
2. The school aims to increase academic rigor, continuously improve student performance, and provide support and enrichment opportunities to help all students achieve.
3. Key goals include strengthening communication with parents, maintaining a safe learning environment, and ensuring accountability and financial stability across the district.
Salisbury Introductory materials
The document provides information about a presentation given at Salisbury Central School on September 24th, 2014. It discusses the evolution of educational reform over time from the 1980s to present day. It also outlines the school's mission, philosophy, and three goals for the 2013-2014 school year which include becoming a professional learning community focused on student learning, implementing new curriculum aligned to common core standards, and embedding technology in instruction. The next steps discussed are to reflect on any other changes that should be considered and what could be added, enhanced, or deleted from the school's mission and philosophy statements.
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.
School Title 1 plan final[1]
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
'22 NDM - Community Partnerships.pdf
Overview of the Bonner Program's approach to community partnerships that are meaningful, developmental and impactful.
Roadmap For Success
This document provides guidance on developing an effective roadmap or plan for parent engagement. It emphasizes the importance of having a quality plan that is aligned with school goals and involves ongoing assessment. The key aspects of an effective plan include activities that support goals, assistance from various resources, and using assessment to monitor progress and make adjustments. Developing the plan should start with the school improvement plan and involve getting input from various stakeholders.
FPS - District Improvement Plan 2017-2018
The District Improvement Plan for the 2017-2018 school year is scheduled for discussion at the Franklin,MA School Committee meeting on Aug 8, 2017
Bond Observation Jan 2020.pdf
This report summarizes a teacher observation of Ms. Bond conducted on 1/7/2020. Across five teaching standards, the observer rated Ms. Bond as proficient, with some elements rated as developing. For standard 1 (leadership), Ms. Bond effectively leads her classroom and participates in school leadership activities. For growth, she could more consistently use positive narration. For standard 2 (environment), Ms. Bond fosters positive student relationships but could improve home communication. Her instruction aligns to standards and she effectively differentiates, though questioning skills and formative assessment could improve. Overall, Ms. Bond meets expectations and is working to strengthen areas through coaching and professional development.
Similar to Lesson Learned outline (20)
Teacher Leadership Vision StatementDear (Tina),In order t.docx
Teacher Leadership Vision StatementDear (Tina),In order t.docx
Professional Learning Communities and Collaboration as a Vehicle to School Tr...
Professional Learning Communities and Collaboration as a Vehicle to School Tr...
Management: Strategic Planning: Braving the Journey (Part 1)
Management: Strategic Planning: Braving the Journey (Part 1)
Successful Remediation of the Unsatisfactory Teacher
Successful Remediation of the Unsatisfactory Teacher
Lesson Learned outline
- 1. Lesson Learned Solving teachers’ problems S
- 2. Mission S Lesson Learned works to remedy the problems in every teacher’s life through low-cost, effective solutions. S every: public, private, charter, domestic, foreign, developing S low-cost: work within the constraints that are present S effective: constantly adapt until the best solution is found
- 3. Start with Lesson Planning: Where does teachers’ time go?
- 4. Start with Lesson Planning S 7.2 million teachers in United States S Almost 3 million at elementary and middle school level S 45 of 50 states adopted Common Core State Standards S Introduced in 2010 S Nearly 2.7 million teachers shifting to Common Core State Standards
- 5. How can we solve this transition problem? S Harness collective power S Identify the best lessons S Share the best lessons S Provide feedback S Plan out the best units S Reduce planning time S Rooted in the Common Core State Standards S Allow teachers to focus their time on their students
- 6. Web Platform S Designed around teacher’s needs S Search for lessons by standard S Common, efficient format S Give / receive feedback S Combine elements from multiple plans easily S Plan out entire units and share them with administration S Receive rewards for uploading quality lessons
- 7. Business Model S Subscription service S 1 month free trial S Minimum necessary fee to cover services S 5 potential sources of revenue S Teachers S Schools S Districts S Sponsors S Foundations
- 8. Taking Action S Create prototype S Pilot test / populate database S Continuous growth: S Constant product improvement S Constant marketing and expansion
Editor's Notes
- Why
- Do we want teachers time being absorbed by this…… or this?
- http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff15.htmlCommon Core: All but Texas, Alaska, Nebraska, Minnesota, VirginiaTo research:How do you approach Common Core Integration?Time spent lesson planning?