Program+evaluation on boarding_sept2009
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The document is a feedback form for an onboarding training session held from September 14-18, 2008 in Rye. It collects ratings and feedback on various aspects of the session through 12 multiple choice questions about meeting objectives, satisfaction, usefulness, confidence, and organization. It also includes 4 open-ended questions asking the participant to elaborate on any of the multiple choice questions, identify the most and least valuable sessions, and recommend improvements for future sessions.
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The resources include:
1) Purpose of the Videos
2) Video Guide
3) How to Use These Videos
4) Outlines of the Videos
5) For Further Reading
6) Sample Concept Map of Levels of Processing
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The purpose of these videos is to teach students the basic cognitive principles they need to understand in order to become effective learners. The lack of adequate preparation of high school graduates for college level work is of tremendous concern. In 2011, only 25% of high school seniors met all four ACT College Readiness Benchmarks in math, science, English, and reading. That means a large percentage of high school graduates are capable of college level work, but ill equipped to handle it. The success of these students depends on their ability to transform themselves into effective college learners. The video series is intended to help students accomplish that. The videos present a comprehensive, empirically validated framework of principles on how people learn that enables students to develop their own learning strategies and skills. There is really no other resource like it. The videos translate cognitive theory and research into simple, accessible, and practical practices that students can use in their study. The videos are broken down into brief modules, so that students can choose the ones that are most relevant to their needs, and each module is designed to be clear and engaging.
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Video 1: Beliefs That Make You Fail…Or Succeed
http://www.youtube.com/watch?v=RH95h36NChI&feature=related
I. We made these videos to help students to make the transition, but the information will be helpful to people in most any learning situation.
a. I’m not peddling any quick fixes or magic products that will make you an “A” student overnight and with little effort. Such things don’t exist
b. The bottom line is this: there are many ineffective and inefficient ways of studying. If you use these kinds of strategies, you can study long and hard and still fail. But, if you use effective strategies, you will get the most learning out of your study time and you will be more likely to succeed.
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a. All students base their study behavior on their beliefs about how they best learn. Do I need to go to class? Do I need to read the textbook? How much do I have to study material before I’ve mastered it?
b. The more accurate your bel ...
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2. Tips for role-plays include carefully reading the role card, researching the topic and developing arguments for the point of view, and taking notes but not full sentences to avoid sounding rehearsed.
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The document contains observation notes from a classroom walk-through. It summarizes the teacher and student behaviors observed related to classroom management and culture as well as instructional planning and delivery. Key strengths and areas for improvement are noted for each. The observer also provides general comments, key takeaways, and potential action steps to discuss with the teacher.
Medard h nelson focus observation notes
This focus observation form documents a classroom observation with notes on the mastery objective, focus area, key take-aways on strengths and areas for growth, and potential action steps. The observer and teacher sign off to confirm the discussion and next steps.
Mays prep the roundtable issue v (the year-in-review)
Mays Preparatory School saw significant academic growth in its first year. Students made an average of 1-2 years' worth of reading progress based on STEP literacy assessment results. The school adopted the STEP program, hired a reading interventionist, and changed schedules to focus on literacy.
Mays Prep opened its doors for the first time in August 2009 as one of New Orleans' first transformation charter schools. It aimed to gradually transform a previously low-performing school. The school received a $250,000 grant from the Walton Family Foundation, which believes in the school's model and leadership.
Improving adolescent literacy
This document provides recommendations for improving adolescent literacy based on a review of research evidence. It is intended for educators working with students in grades 4-12. The recommendations are: 1) Provide explicit vocabulary instruction; 2) Provide direct comprehension strategy instruction; 3) Provide opportunities for extended discussion of text meaning; 4) Increase student motivation and engagement; and 5) Make intensive, individualized interventions available for struggling readers. Each recommendation is accompanied by a discussion of the supporting evidence and examples for implementation.
Mays prep the roundtable issue viii
The document summarizes news from Benjamin E. Mays Preparatory School. It discusses how the school will soon move from temporary trailers into the historic William Frantz Elementary School building. This building holds significance as the site of Ruby Bridges' desegregation of schools in 1964. The new building will be renovated with modern facilities like science labs and a gym. The move honors the building's legacy while providing students with an improved learning environment. It also highlights a teacher who spoke at a conference and partnerships that enabled a holiday gift drive for students and families.
Mays prep the roundtable issue vii
Mays Preparatory School has increased enrollment by 20% this year and is focused on preparing students for success in high school and college. The school recruited new students through family visits to the school and glowing recommendations from current parents. This year, third graders will take the iLEAP exam, which will be closely watched. Additionally, Mays Prep and New Orleans schools stand to benefit from a $650 million federal grant awarded to the New Schools for New Orleans nonprofit and $1.8 billion in FEMA funds to rebuild schools damaged by Hurricane Katrina.
Dragon tales 9 20-2010
1) The principal expresses pride in the teachers for completing interim assessments by the deadline and thanks them for their efforts.
2) The first interval of student assessments is now complete and teachers are expected to analyze results by specific upcoming dates to inform reteaching.
3) The principal commits to remaining at the school for the long term to achieve the vision of all students achieving proficiency.
4) A new procedure is implemented for student seating on buses to reduce talking.
Dragon tales 9 13-2010
The document discusses several topics related to the upcoming school week at McDonogh 26:
1) Collaborative planning time will be reduced to allow teachers to complete required assessments.
2) The school is embarking on a journey to improve student achievement but current proficiency rates are unacceptably low. Everyone must work together to reach the goal of all students achieving proficiency.
3) An upcoming collaborative planning session will focus on lesson planning using a new template and bringing necessary materials.
Dragon tales 8 30-2010
The principal provides an update on the upcoming school year at McDonogh 26. Key points include thanking the staff for their commitment to students, emphasizing the school's mission to increase performance scores by 20% in all subjects, and announcing important upcoming dates. Teachers are asked to sign up for committees to support the school's goals and priorities for the year.
Dragon tales 8 16-2010
This document provides information about the start of the school year at McDonogh 26, including thanks to staff for their dedication, a focus on purposeful planning and small group instruction, signups for committees, and instructional goals for the week. Teachers are reminded that their colleagues are a resource and asked to ensure their lesson plans incorporate objectives, small group structures, and alignment to standards and assessments. The impact of teacher effectiveness on student achievement is illustrated, and staff are asked what they are doing to help achieve 20% growth in each subject area.
Dragon tales 9 6-2010
The document provides an update on professional development activities at a school. It recognizes staff for improving lesson plans to include mastery objectives. Upcoming meetings and important dates are listed, including interim assessments and parent-teacher conferences. Instructional priorities for the upcoming week focus on purposeful planning, mastery objectives, and small group instruction. One teacher, Mrs. Davis, is praised for taking initiative to research mastery objectives online to help other teachers.
Lt meeting
The document outlines an agenda for a leadership team meeting at Live Oak school. The agenda includes:
- Identifying elements of high-performing teams and comparing principal-led vs. teacher-led teams
- Watching and discussing two videos about effective teams
- Reflecting on personal strengths and weaknesses in building effective teams
- Creating an action plan for professional development to improve team leadership skills
Doug lemov handouts
Here are the key points about buy-in from the training:
- Buy-in from teachers is an outcome of effective training and supervision, not a pre-condition.
- In traditional districts, buy-in is often assumed up front which can undermine the training process.
- Charter schools don't have to get buy-in first since they select teachers who are open to being trained effectively.
- The goal of training is to build mastery of techniques, not immediate comfort or agreement. Mastery leads to buy-in.
- An effective trainer focuses on the work, not feelings, and addresses resistance respectfully without being derailed.
- Over time, as teachers see results from techniques,
Mays prep master calendar 2009 2010
The document is an academic calendar for Benjamin E. Mays Preparatory School for August and September 2009. It lists the dates for each day of the week and includes notes about events like parent orientations, the first day of school, progress reports, celebrations, and morning meetings from 8-8:30am. It also indicates dates for labor day, fall break, and interim and report card periods for assessing student performance and providing feedback.
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