The document summarizes key differences between the current high school system design effort in Portland Public Schools (PPS) and previous change efforts. The current effort prioritizes student achievement and equity, involves long-term community engagement, takes a systemic view rather than piecemeal reforms, includes deeper analysis of decisions, maintains priority on implementation, and plans thoughtful transitions for students and staff. In contrast, past efforts sometimes let non-educational factors drive decisions without considering equity/achievement, developed plans without input, failed to define offerings systemically, and lacked follow-through on implementation and support for transitions.
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/
Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
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/
Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Accountability will always be one of the foundations of an education system. It also serves as an indicator in determining the success of educational management.
Lisa Pascoe, Deputy Director for Social Care - Inspection Policy and Development, gave this presentation at the Association of Directors of Children’s Services on 8 July 2016. The presentation looks at leadership and the social care inspection consultation.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
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/
Accountability will always be one of the foundations of an education system. It also serves as an indicator in determining the success of educational management.
Lisa Pascoe, Deputy Director for Social Care - Inspection Policy and Development, gave this presentation at the Association of Directors of Children’s Services on 8 July 2016. The presentation looks at leadership and the social care inspection consultation.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
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/
Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
The mayor's $190 million proposal to expand after-school programs is often lost amid the controversy over his plan to establish free, full-day prekindergarten, but city officials say both initiatives could be in jeopardy if Albany doesn't allow New York City to increase income taxes on the wealthy.
Creating Schools That Are Successful In Teaching And Learningnoblex1
Nationwide, low-performing schools are high on the agenda of urban school reform leaders. The current focus reverses the neglect that has plagued these schools for years. Many of them are situated in distressed communities that show the results of years of disinvestment, communities where a growing concentration of poverty and its consequences has taken a social and economic toll. These issues spill over into the schools. These schools, nevertheless, must teach all children to high standards of achievement and mastery, with no excuses.
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/
Teacher Quality Is Defined By Reforms Fostered In Teacher Licensure And Certi...noblex1
There is a growing consensus among many states that standards for accreditation of teacher preparation programs, initial licensing for teachers, and advanced certification for veteran teachers should be aligned. Rules and tests that govern teacher certification have little to do with true classroom performance. Rather than tighten regulations, states are urged to simplify entry and hiring into the profession and allow the market to guide both teacher quality and quantity. There also is a continuing focus on the assignment of state representatives needed to facilitate the assessments, as well as a systemwide strategy to develop and encourage teacher self-assessment as an approach to professional development.
All institutions are required to meet teacher preparation standards. These new standards provide mentors to help ensure that beginning teachers have ongoing accurate feedback about their progress and that teachers use assessments and requirements for continuous professional development throughout their career. Teachers now are required to earn a master's degree or complete hours of graduate credit in classroom teaching and/or in an area of licensure.
Companion elements to the teacher reform agenda are organized to help ensure high quality sources of professional development for all educators and school support personnel and achieve their mission by disseminating exemplary educational practices, facilitating individual and organizational development, encouraging self-reflection and life-long learning, valuing local and regional needs, providing a flexible regional delivery system that is comprehensive and equitable, promoting collaborative leadership, communicating actively with service providers and advocating the use of technology.
Through new initiatives, there also have been organizational adjustments that have signaled an increased emphasis on school-higher educational partnerships to improve teaching and learning. Teacher recruitment has focused particularly on the teaching force becoming more diverse in its promotion of school improvement. One significant strategy for meeting these expectations is the creation of new model projects funded to serve as promising initiatives to draw unrepresentative individuals in the teaching field.
A significant proportion of the funds are directed toward partnerships to work on tasks that would yield a solid set of alternatives for professional development. A partnership assistance and coordination plan for school-higher education partnerships is developed, the goal of which is to establish linkages between the funded school-higher education partnership projects.
The new goals are:
1. To communicate college level expectations through faculty from K-12 and higher education communities collaborating on the definition of freshman admission standards and common placement guidelines.
Source: https://ebookschoice.com/teacher-quality-is-defined-by-reforms-fostered-in-teacher-licensure-and-certification/
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Lessons learned:
How the high school system design effort is different from previous PPS changes
Student achievement and equity come first
The first step of the design led to clear priorities: increasing graduation rates,
closing the achievement gap, engaging and inspiring all students, ensuring that
all schools were in high demand, and ensuring that students graduate ready to
succeed at the next level. Those goals have led to a deep conversation about
how to challenge and support all students, and how to offer an equitable
community program throughout the district. Equity and achievement are driving
the structural decisions.
In the past, PPS has let budget needs, facilities consolidations and other non-
educational demands drive decisions without adequate exploration of equity and
achievement consequences.
Long-term engagement on issues
Over the last 18 months, the high school system design work has engaged more
than 5,000 individuals, through teacher and principal work groups, meetings with
community organizations, large-scale public meetings, survey and student input.
Different voices have been heard, and have shaped every stage of decision-
making, with more to come.
In some past efforts, plans have been developed and recommendations made to
the School Board before significant community input.
Looking at systems, not piecemeal reforms
PPS is spending time up front to define the system model with a focus on equity
system-wide. We are defining the core program for community schools before
any change is made: defining the costs of that program, the level of variability
allowed among community schools, and offering principals guidance and
direction on how to schedule and make program choices. A broader look, central
support and stronger guidance should create a stronger system as a whole.
In the K-8 reconfiguration, for example, the school district failed to define the
middle years offering before the implementation, and left too much of the
burden of decision making on principals, with little central guidance. Other high
school reforms have been campus-based, adding to inequities.
Deeper analysis of all facets of decisions
Research, review of national best practices and thorough analysis of PPS data –
whether on student achievement, demographics or financial impact – has been
part of the effort for the last 18 months and continues. Educators are designing
2. the programs, taking the time to identify what all facilities need to have up front,
based on the educational model, and planning for it. The community high school
program is designed to be budget-neutral, based on current resources (after
initial transition costs). PPS is investing in deep demographic and GIS analysis to
support any boundary or configuration change.
While no amount of analysis can protect against all unintended consequences,
this stronger and longer analysis should allow the school district to avoid
potential pitfalls.
On-going priority of the effort
PPS has dedicated staff to full-time project management, the entire executive
team has been deeply involved and clearly structured work teams with identified
leads have time assigned to plan and then implement the high school system
design.
In past efforts, implementation and follow-through has too often fallen short of
promises made as decisions were made.
Transition planning for students and families
PPS knows that implementing the change means a significant transition for
families and for employees at our schools. With at least a year between the
decisions about schools and the implementation of the major changes (in the fall
of 2011), time is built in to help ensure thoughtful transition planning for
students. In addition, significant up front planning on both leadership and
teacher staffing level will identify how staff will move and what training
opportunities need to be built into this process.
In the past, many principals were not equipped – and didn’t have the central
support -- to lead changes, whether in supporting their students or their staff.
Schools were left alone to communicate with parents and students. Teachers
found themselves placed in assignments with no previous experience with
content or the age group, or in small schools when they had experience only
with larger comprehensive high schools.