The document discusses how teaching is a form of leadership. It argues that effective teaching requires everyday acts of leadership through building relationships, collaborating with others, conducting inquiry into student learning, and developing partnerships. It provides examples of how experienced teachers demonstrate leadership within their classrooms by teaching well to support all students, collaborating with colleagues, parents and communities, using inquiry to improve instruction, and leveraging resources through partnerships. Overall, the document promotes the idea that teaching is a leadership role that can transform students, schools and communities.
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Geert Driessen 2019 Encyclopdia Teacher ethnicity, pupil ethnicity, and educa...Driessen Research
In many countries, ethnic minority teachers are strongly underrepresented. It is often assumed that if there were more minority teachers, minority pupils would achieve much better. This assumption has rarely been empirically tested. In search of proof, the present study reviews the literature. 24 relevant studies were found, all pertaining to the US. The findings show that there is little empirical evidence that a stronger degree of ethnic match, be it in the form of a one-to-one coupling of teachers to pupils with the same ethnic background, or a larger share of minority teachers at an ethnically mixed school, leads to predominantly positive results. Insofar positive effects were found, they apply to a greater extent to subjective teacher evaluations than to objective achievement outcome measures.
Driessen, G. (2020). Teacher-pupil ethnicity match and achievement. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/178
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Geert Driessen 2019 Encyclopdia Teacher ethnicity, pupil ethnicity, and educa...Driessen Research
In many countries, ethnic minority teachers are strongly underrepresented. It is often assumed that if there were more minority teachers, minority pupils would achieve much better. This assumption has rarely been empirically tested. In search of proof, the present study reviews the literature. 24 relevant studies were found, all pertaining to the US. The findings show that there is little empirical evidence that a stronger degree of ethnic match, be it in the form of a one-to-one coupling of teachers to pupils with the same ethnic background, or a larger share of minority teachers at an ethnically mixed school, leads to predominantly positive results. Insofar positive effects were found, they apply to a greater extent to subjective teacher evaluations than to objective achievement outcome measures.
Driessen, G. (2020). Teacher-pupil ethnicity match and achievement. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/178
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Learning Barriers. A program to change teacher’s attitude towards inclusion
Olga Mayzel (Russia), Ana Lucía Novales (Guatemala), Carolina Ross (Chile).
web: http://nashideti.trizmoscow.org/
The extent of absenteeism among the senior high school student basis for the ...susanlabadan1
Attendance is an important factor in school success among children and youth. Studies show that better attendance is related to higher academic achievement for students as compared to those who are always absent in their classes. Absenteeism particularly in a chronic and habitual extent is considered as one of the hindrances to successful and effective schooling of the learners that indicates low academic performance and achievements. This Descriptive-Survey study determined primarily the functions to describe the selected students-absentees from grade eleven to grade twelve of Baungon National High School-Danatag Annex. The study was focused on the senior high school participants who were frequently absent from their classes including their perceptions, conditions, experiences and level of competencies and other attributes. Data was treated using descriptive and statistical (frequency count, percentage and weighted mean).Results revealed that majority of the student-absentees were males. Youth labor, financial problems and poverty-related problems of the family were the two leading factors or causes that led to students’ chronic absenteeism. Also, the numbers of absentees were reduced after the implementation of the HRP approach. Thus, the HRP approach was effective in addressing problems on students’ absenteeism. We look at the role of parents, educators, schools, government and institutions policy, develop and implement projects, programs, innovations involving various developmental aspects that appeal to learners’ interest and motivation, and organize a specialized working committee composed of faculty members and parents tasked to assess the level of school and to monitor the cases of absenteeism.
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Learning Barriers. A program to change teacher’s attitude towards inclusion
Olga Mayzel (Russia), Ana Lucía Novales (Guatemala), Carolina Ross (Chile).
web: http://nashideti.trizmoscow.org/
The extent of absenteeism among the senior high school student basis for the ...susanlabadan1
Attendance is an important factor in school success among children and youth. Studies show that better attendance is related to higher academic achievement for students as compared to those who are always absent in their classes. Absenteeism particularly in a chronic and habitual extent is considered as one of the hindrances to successful and effective schooling of the learners that indicates low academic performance and achievements. This Descriptive-Survey study determined primarily the functions to describe the selected students-absentees from grade eleven to grade twelve of Baungon National High School-Danatag Annex. The study was focused on the senior high school participants who were frequently absent from their classes including their perceptions, conditions, experiences and level of competencies and other attributes. Data was treated using descriptive and statistical (frequency count, percentage and weighted mean).Results revealed that majority of the student-absentees were males. Youth labor, financial problems and poverty-related problems of the family were the two leading factors or causes that led to students’ chronic absenteeism. Also, the numbers of absentees were reduced after the implementation of the HRP approach. Thus, the HRP approach was effective in addressing problems on students’ absenteeism. We look at the role of parents, educators, schools, government and institutions policy, develop and implement projects, programs, innovations involving various developmental aspects that appeal to learners’ interest and motivation, and organize a specialized working committee composed of faculty members and parents tasked to assess the level of school and to monitor the cases of absenteeism.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Tran 1 Anh Tran Professor Munoz English 101.docxaryan532920
Tran 1
Anh Tran
Professor Munoz
English 101
3-17-17
The Education System in the US
The American public school system has long been seen to curtail creativity and promote
academic mediocrity due to the emphasis on passing standardized tests. Considering every student
is unique in terms of talents and learning ability, the grading system discourages students from
developing in their own capacity which leads to a negative perception about education. Most
students consider elementary school to be the most enjoyable aspect of their learning since learning
was supplemented by fun activities. As students progress within the system, they tend to
experience numerous pressures to perform which leads to knowledge drain and may promote
school drop outs. The essay will critique the system to identify the aspects of the school
environment that make it challenging for students.
The school environment is traditionally designed to categorize students based on their
academic achievement. A series of tests are used to gauge performance that directs the placement
of students. I appreciate the need for a system that identifies the learning needs of every student
and design teaching programs that address these needs, however, the current placement system
only serves to frustrate and isolate the so-called ‘weak' students. Rose's placement was a confusion
that was never identified leading to his stay in vocational track for two years. Rose points out that
the vocational track served as a dumping ground for students who were not quite making and most
teachers failed to implement effective teaching techniques that would engage the imagination of
I would ground
this assertion
with a quote
or citation
This is a good place
to introduce sources
comma
Avoid overt announcements and instead specifically explain which areas/aspects are challenging
Transition
semi-colon
Introduce author's name and title here
OK, good
OK
Tran 2
the students in his class. The focus of the classes was to increase the economic opportunities of the
students and impact job skills like troubleshooting, effective communication and problem-solving.
Due to the lack of inventiveness by teachers, the students in the Voc. Ed. classes did not develop
but instead succumbed to the pressures of the system by morphing into mediocre students in terms
of problem-solving and learning enthusiasm (Rose 168). The placement process should be well
planned to identify the specific qualification criteria and the systemic learning outcomes required
for each level. This will guide teachers in their teaching criteria to ensure children develop and
grow regardless of their placement.
Ken Robinson's talk on "Do schools kill creativity" questions the integrity of the school
system's ability to effectively educate children. He identifies that the system is fixated on
celebrating one type of intelligence that is evident in the hierarchy of ...
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...Jack Purdom
An often overlooked issue in today’s schools is the dire state of boys’ education. Research shows that institutions are failing to engage male students, and the outcome couldn’t be any clearer. Across all age, ethnicity, and economic demographics in the US, boys consistently account for the overwhelming majority of disciplinary referrals, failing grades, and ADHD diagnoses. While boys are as capable of learning classroom material as well as girls are, they are often not given the support they need to learn effectively. Fortunately, studies have also pointed us toward the environments that boys learn in best. The following white paper describes some key features of a boy-friendly learning environment.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
5. 76 ED U C A T I O N A L LE A D E R S H I P / OC T O B E R 2013
grade-level teams agree that the
concept has merit, even experienced
teachers are challenged to find time
and space for assessing students and
adapting their instruction. In addition
to following the required protocol for
identifying students and documenting
their progress, grade-level teams use
their shared prep time to discuss the
challenges they have encountered
and to strategize about the logistics
of making RTI work. They invite the
school’s data coach to facilitate the
development of student case studies,
which they use to analyze individual
students’ strengths as learners, to
compare writing samples from early
efforts to final drafts, and to assess the
fluency of English language learners.
This enables them to form a compre-
hensive portrayal of student ability and
to design instruction accordingly.
Teachers Lead by Developing
Partnerships
Some partnerships are teacher-
initiated, as productive teachers
embrace expertise beyond the
classroom and school. Teachers must
also navigate partnerships that are not
of their own making, such as those
resulting from a mandate, a reform
effort, or an external grant.
Good teaching in the context of
either a welcome or an uninvited
partnership requires a strategic
response to the resources provided.
Although experienced teachers may
hold a healthy and understandable
skepticism when told that this next
initiative is “the answer,” such skep-
ticism should not keep them from
taking advantage of useful parts of a
grant, such as a coaching framework
or materials that can improve learning
in their classrooms. Good teaching
unfolds when teachers broker
resources for their students, strengthen
existing collaborations within their
schools, and build relationships with
individuals who can provide relevant
support.
For example, a nonprofit pre-
school agency in the county estab-
lished a formal partnership with one
elementary school’s preschool staff.
The agency provided training and
resources for preschool teachers—
including curriculum materials and
manipulatives for math and language
literacy—and trained staff to supervise
recreation time. The preschool
funding formula initially excluded
kindergarten and 1st grade teachers
Jamilla and Eduardo, who had worked
with the preschool team to establish
program coherence. Together, the
preschool and primary staff asked
the program director to include
the primary grades in the initiative.
This potentially divisive partnership
now supports a reliable sequence
of learning experiences for children
ages 3–8, strengthening early literacy
development.
Looking at Teaching Through
the Lens of Leadership
It takes courage to trust our intuition,
observations, and interpretations and
to take action in the face of outside
pressures and little support. But
teachers lead every day by teaching
well, collaborating with others, con-
ducting well-designed inquiry, and
forming partnerships. We should not
underestimate the powerful leadership
role played by teachers who build rela-
tionships from their classrooms
outward, thus transforming them-
selves, their students, their students’
families, their colleagues, and their
communities. EL
References
Barth, R. (2001). Teacher leader. Phi Delta
Kappan, 82(6), 443–449.
Cochran-Smith, M., & Lytle, S. (2006).
Troubling images of teaching in No
Child Left Behind. Harvard Educational
Review, 76, 668–697.
Collay, M. (2011, June 16). Everyday
teacher leadership: Taking action where
you are. San Francisco: Jossey-Bass.
Collay, M., Dunlap, D., Enloe, W., &
Gagnon, G. (1998). Learning circles:
Creating conditions for teacher profes-
sional development. Thousand Oaks, CA:
Corwin.
Cuban, L. (2011). Jazz, basketball, and
teacher decision-making [blog post]
Retrieved from Larry Cuban on School
Reform and Classroom Practice at http://
larrycuban.wordpress.com/2011/06/16/
jazz-basketball-and-teacher-decision-
making
Danielson, C. (2006). Teacher leadership
that strengthens professional practice.
Alexandria, VA: ASCD.
Donaldson, G. (2007). What do teachers
bring to leadership? Educational
Leadership, 65(1), 26–29.
Gergen, K. (2009). Relational being: Beyond
self and community. Oxford, UK: Oxford
University Press.
Keyes, C. (2000). Parent-teacher partner-
ships: A theoretical approach for
teachers. Issues in early childhood
education: Curriculum, teaching edu-
cation, and dissemination of information
(Proceedings of the Lilian Katz Sym-
posium, Champaign, Illinois). Retrieved
from http://ecap/crc/illinois.edu/pubs/
katzsym/keyes.pdf
Miretsky, D. (2004). The communication
requirements of democratic schools:
Parent-teacher perspectives on their
relationships. Teachers College Record,
106, 814–851.
Michelle Collay (mcollay@une.edu) is
director of the Online Doctoral Program
in Educational Leadership, University of
New England, Biddeford and Portland,
Maine. She is the author of Everyday
Teacher Leadership: Taking Action
Where You Are (Jossey-Bass, 2011).
Leading through
teacher-led inquiry
begins with asking
the right questions.
Collay.indd 76 8/28/13 7:34 PM
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