The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
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This SlideShare considers the elements to an effective learning transfer solution. It takes you through the first two of three key stages to any successful transfer of learning process, and the 6 essential ingredients for effective learning transfer conversations. Our next SlideShare will look into the evaluation of learning.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
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This SlideShare considers the elements to an effective learning transfer solution. It takes you through the first two of three key stages to any successful transfer of learning process, and the 6 essential ingredients for effective learning transfer conversations. Our next SlideShare will look into the evaluation of learning.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
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Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Q-JSON - Reduced JSON schema with high Data Representation Efficiencyiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
How to optimize ddc systems to save energy in hospitalsPulse Energy
Hospitals and health care facilities are under increasing pressure to save costs by improving their energy performance. Implementing a plan to check, correct, and optimize their facility Direct Digital Control (DDC) systems can generate significant energy savings for very little cost.
This webinar, presented by Pulse Energy and Nancy Myers, Energy Manager for the Vancouver Island Health Authority (VIHA), was on generating savings in health care facilities DDC system optimization. Nancy’s presentation covered:
- her team's plan and process for investigating and optimizing DDC systems
- examples of energy wasting problems that can occur in hospital DDCs
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CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
PLC TEAM MEMBERS
Team Sponsors
Glenn Maleyko
Dearborn Public Schools Superintendent
Rose Aldubaily
English Learner (EL) Director
Team Leader
Scott Casebolt
Edsel Ford High School Principal
Team Scribe
Laurie Lintner
Dearborn High School Literacy Coordinator
Team Members
Mohammed Abdelfattah
EL Bilingual Resource Teacher
Eman Ahmed
Salina Intermediate Teacher
Kellie Bugajski
EL Language & Literacy SIOP Trainer
Sean Fisher
O.L. Smith Middle School Principal
Jeanine Oynoian
Whitmore-Bolles Elementary Instructional Coach
PROJECT STATEMENT
To achieve effective implementation of Professional Learning Communities (PLCs) as measured by continuity, common understanding, collaboration, and accountability, resulting in increased student achievement.
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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2. PLCs at Work: Practical Implications of
the December Session
LaVette Ford, Dawn Singleton, Seth Brown, and Thomas Feller
3. Purpose and Objectives
Today, principals will:
…better understand the Dufour training
attended by administrators and ICs on
December 14-15, 2011;
…identify practical suggestions for the
implementation of PLCs at their respective
schools
4. Most slides are taken from the
handout from the Triangle High
Five Regional Partnership
training, December 14-15, 2011,
held in Raleigh, NC. Training
originally conducted by Dr. Rick
and Becky DuFour.
5. Assumption #1: Teachers Matter
Regardless of the research basis, it is clear
that effective teachers have a profound
impact on student achievement and
ineffective teachers do not. In fact,
ineffective teachers might actually
impede the learning of their students
(Marzano 2003, p 75)
6. Assumption #2: Schools Matter
An analysis of research conducted over a
thirty-five year period demonstrates that
schools that are highly effective produce
results that almost entirely overcome the
affects of student backgrounds.
(Marzano 2003)
8. Definition of a PLC
In the context of school improvement, Professional Learning
Communities (PLCs) shift the focus of school reform from
restructuring to reculturing. The PLC concept often is misused or
implied to describe a committee or any weekly meeting in which the
participants undertake data-based decision making. However, a PLC
is much more than that. It is an ongoing process used to
establish a schoolwide culture that is based on a
fundamental belief in building teacher leadership in
school improvement efforts. Through participation in PLCs,
teachers enhance their leadership capacity as they work as members
of ongoing, high-performing, collaborative teams that focus on
improving student learning.
- The Center for Comprehensive School Reform & Improvement
9. The Crux of Work in a PLC
The heart of work in a PLC is when educators
collectively analyze evidence of student learning to:
Inform individual professional practice
Improve a team’s ability to achieve its SMART
goals
Intervene on behalf of individual students
The other steps on the PLC journey are
designed to help teams engage in this
essential work.
10. Professional Learning
Communities
Are they based on…
Adherence to core principals OR individual
autonomy?
Strong administrative leadership OR teacher
empowerment?
Recognition and celebration of current efforts
and achievements OR discontent with the status
quo?
Approaching school improvement with a sense of
urgency OR demonstrating the patience to
sustain an improvement initiative over the long
haul?
11. The Tyranny of “or”
vs. the Genius of “and”
The tyranny of “or” is the rational view that cannot
easily accept paradox, cannot live with two seemingly
contradictory forces at the same time. It must be A
or B, but not both.
The genius of “and” is to embrace both of the extremes
at the same time. This is not just a question of
balance. Balance implies 50-50, going to the mid-
point. Visionary leaders did not seek the gray
of balance, but were determined to be
distinctly both A and B at the same time.
-Jim Collins & Jerry Porras
12. Simultaneous Loose AND
Tight School Cultures
Simultaneous loose and tight cultures establish
clear parameters and priorities that enable
individuals to work within established
boundaries in a creative and autonomous way.
They are characterized by “directed
empowerment” or what Marzano and Waters
refer to as “defined autonomy” – freedom to
act and to lead within clearly articulated
boundaries.
13. Group Discussion
Share with a partner how you create a
simultaneously loose and tight school
culture at your school. Give a specific
example.
15. Results-Oriented Goals:
Keys to Effective Teams
Leaders foster effective teams when they help
teams establish specific, measurable, results-
oriented, performance goals. Promoting teams
for the sake of teams or focusing on team-
building exercises does little to improve the
effectiveness of the organization.
“There is nothing more important than each
member’s commitment to common purpose and
a related performance goal to which the group
holds itself jointly accountable.”
– Katzenbach & Smith, 1999
16. SMART Goals (Chapter 6)
Strategic and specific
Measurable
Attainable
Results-Oriented
Time-Bound
- Conzemius & O’Neill (2000)
17. At your table, discuss which of the
following are SMART Goals?
Strategically aligned with the school-wide
goal of improving student achievement,
by the end of this school year we will:
18. At your table, discuss which of the
following are SMART Goals?
Develop & administer at least six common
assessments.
Implement the Common Core State
Standards in 100% of our classrooms.
Increase the percentage of students
achieving and exceeding the target score
(80% or higher) on each strand of our end-
of-year assessment from 81% to 90%
19. Importance of Short-Term
SMART Goals
People can become so caught up in big dreams that
they don’t manage the current reality. Short-
term gains are needed to establish
credibility for a change initiative over the
long haul. Major change takes time. Zealots
will stay the course no matter what. Most of us
want to see some convincing evidence that
all the effort is paying off. Nonbelievers have
even higher standards of proof. We want clear
data indicating changes are working.
-John P Kotter (1996), p118-119
21. Team Learning Process
1. Clarify 8-10 Essential Common Outcomes
(skills, concepts, and dispositions) per
semester by course/content area;
2. Develop multiple Common Formulative
Assessments for each course/content
area by team
22. Common Formative Assessments
(Chapter 3)
Common formative assessments are the
lynchpin of the collaborative team
process in a PLC.
At your table, complete the following:
“Common” assessment means…
“Formative” assessment means…
23. Why Common Assessments?
Efficiency – by sharing the load, teachers
save time
Fairness – promotes common goals,
similar pacing, and consistent standards for
assessing student proficiency
Effective Monitoring – provides timely
evidence of whether the guaranteed and
viable curriculum is being taught and
learned
24. Why Common Assessments?
Informs individual teacher practice – provides
teachers with a basis of comparison regarding the
achievement of their students so they can see
strengths and weaknesses of their teaching
Team capacity – collaborative teacher teams are
able to identify and address problem areas in their
program
Collective response – helps teams and the school
create timely, systematic interventions and
enrichment for students.
25. Why Common Assessments?
Common formative assessments provide
the most powerful stimulus for changing
adult practice.
To change schools we must change
adult practice.
26. Keys to Formative Assessments
To determine if an assessment is formative ask the
following questions:
1. Is it used to identify students who are
experiencing difficulty in their learning?
2. Are students who are having difficulty provided
with additional time and support for learning?
27. Keys to Formative Assessments
3. Are students given an additional
opportunity to demonstrate their learning?
4. Do teachers use the results to inform and
improve their individual and collective
professional practice?
28. Resources to Build Valid CFAs
List of essential outcomes/pacing guides
Recommendations from assessment experts (examples:
Stiggins, Reeves, etc)
Released items from standardized tests
Websites
www.nces.ed.gov/nationsreportcard/
www.masteryconnect.com
Data from past indicators of achievement
Methods of alternative assessments
Example Rubrics
Assessments from other high-performing teams/teachers
29. Two Essentials of
Performance Based Assessments
1. Can we agree on the criteria by which we
will judge the quality of student work?
2. Can we apply those criteria consistently
(inter-rater reliability)?
30. Team Learning Process
1. Clarify 8-10 Essential Common Outcomes (largely
done for us in the new standards)
2. Develop multiple CFAs for each course/content area
3. Establish specific target/benchmark so
rigorous it will lead to success on high stakes
assessments (SMART Goals)
4. Analyze Results
5. Identify & Implement improvement strategies
32. Informing & Impacting
Professional Practice
We must ensure all teachers receive:
Timely and frequent information on the
achievement of their students,
In meeting an agreed-upon standard,
On a valid assessment,
In comparison to others.
33. Most Powerful Strategy to
Improve Student Learning
Teachers work together in collaborative teams to:
Clarify what students must learn,
Gather evidence of student learning,
Analyze that evidence,
Identify the most powerful teaching strategies.
Reflecting teaching must be based on evidence of student learning
and reflection is the most powerful when it is collaborative
- John Hattie
34. Schools Suffer from
DRIP Syndrome
We are often
Data
Rich, but
Information
Poor
Data are not information; translating fact to understanding
means relating data to something you know and can visualize.
This typically requires comparison.
- Robert Waterman
35. Student Score
A 70
B 70
C 80
D 80
E 100
F 40
G 70
H 50
I 80
J 70
K 50
L 50
M 100
N 100
O 100
Average: 74%
Number Proficient: 7
Percent Proficient: 47%
39. Group Discussion
As a table, create a double-bubble map
identifying the similarities and differences
between a PLC meeting and a team meeting.
Be prepared to share-out at the end.
41. The Sequence of Changing
Attitudes (including your own)
Attitude is shaped by
Experience is a result of
Behavior
Attitude is seven times more difficult to
change than behavior, so start by addressing
behavior.
42. Keys to Responding to a Resister
Assume good intentions
Seek to understand
Use strategies of persuasion
Identify specific behaviors essential
to the success of the initiative
Focus on behavior, not attitude.
Monitor behavior
43. Behaving Our Way to
New Attitudes
There is a large literature demonstrating
that attitudes follow behavior. People
accept new beliefs as a result of changing
their behavior.
- Pfeffer and Sutton
44. Focus on Behavior
The central challenge and core problem of
all substantive change initiatives is
changing people’s behavior. Change
efforts must focus on what people do, and
the need for significant changes in what
people do.
- John Kotter and Dan Cohen, The Heart of Change
45. Changing Behavior
Which is most likely to persuade an educator to change?
1. Supervision and evaluation process
2. Workshops/Courses
3. A research article or book
4. Evidence of his/her skewed grade distributions
46. Persuading the Resistant Teacher
Lever 1: Concrete Evidence of Irrefutably Better Results
Nothing changes the mind like the hard cold world hitting it with
actual real-life data (Patterson, et. al)
Teachers have to feel there is some compelling reason for them to
change practice, with the best direct evidence being that students
learn better. The key to enduring change in teacher practice is
demonstrable results in terms of student achievement (Richard
Elmore, 2003)
Transparency of results creates an aura of “positive pressure” –
pressure that is actionable in that it points to solutions and
pressure that at the end of the day is inescapable (Michael Fullan,
2008)
47. Persuading the Resistant Teacher
Lever 2: Positive Peer Pressure
When seeking tools to influence, no resource
is more powerful and accessible than the
people who make up our social networks.
The approval or disapproval of our fellow
human beings can do more to assist or
destroy our change efforts than almost any
other source. (Patterson, et. al, 2008)
49. Systematic Intervention: By Name
and By Need
The most effective schools and school systems in the
world monitor and intervene at the level of the
individual student. The best systems take the process
of monitoring student learning and intervention inside
schools, constantly evaluating student performance and
constructing interventions to assist individual students
in order to prevent them from falling behind.
(Barber and Mourshed, 2007)
50. A Crucial Caution
No system of interventions can compensate for
weak and ineffective teaching.
At the same time a school is working to develop
time and support for student learning, it must
take steps to create the powerful collaborative
teams and common assessments that
contribute to adult learning.
51. Resources
http://www.allthingsplc.info (look for
“Evidence of Effectiveness”
http://www.solution-tree.com
52. Critical Corollary Questions
If we believe all kids can learn:
What is it we expect them to learn?
How will we know when they have learned it?
How will we respond when they don’t learn it?
How will we respond when they already know it?
Editor's Notes
First two are teacher oriented and not student focused – they are not results orientedLast one focuses on student achievement.
First two are teacher oriented and not student focused – they are not results orientedLast one focuses on student achievement.
Last point is the difference between data and information.