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Caroline Camara on 27 Aug 15

Abstract The purpose of this study was to describe the barriers and challenges school leaders face as they implement a standards-based grading (SBG) system. The researchers used a multiple case study methodology to investigate how key school leaders described their implementation journey at three schools that differed in size, demographics, and location. Purposeful sampling was used to identify key administrators at three different schools who were in the process of implementing a SBG system. Data were collected primarily via semi-structured interviews. In the analysis, researchers used three phases: horizontalization, thematizing, and textural-structural synthesis. Each of the three schools had very different implementation stories. Barriers in the process included: student information and grading systems, parents/community members, the tradition of grading and fear of the unknown, and the implementation dip. This study suggests that implementation of SBG must be purposeful and well communicated. That is, in order to enhance the likelihood of success, an intentional plan with a reasonable timeline, ongoing professional development and collaboration, and effective two-way communication about the purpose of grading is needed. Also maintaining A-through-F final grades-even as they simultaneously implement more progressive assessment and reporting strategies-is often seen as a necessary concession. Finally, the authors explicate SBG's relationship to competency-based education and professional learning communities (PLCs).

<div class="cArrow"> </div><div class="cContentInner">Abstract The purpose of this study was to describe the barriers and challenges school leaders face as they implement a standards-based grading (SBG) system. The researchers used a multiple case study methodology to investigate how key school leaders described their implementation journey at three schools that differed in size, demographics, and location. Purposeful sampling was used to identify key administrators at three different schools who were in the process of implementing a SBG system. Data were collected primarily via semi-structured interviews. In the analysis, researchers used three phases: horizontalization, thematizing, and textural-structural synthesis. Each of the three schools had very different implementation stories. Barriers in the process included: student information and grading systems, parents/community members, the tradition of grading and fear of the unknown, and the implementation dip. This study suggests that implementation of SBG must be purposeful and well communicated. That is, in order to enhance the likelihood of success, an intentional plan with a reasonable timeline, ongoing professional development and collaboration, and effective two-way communication about the purpose of grading is needed. Also maintaining A-through-F final grades-even as they simultaneously implement more progressive assessment and reporting strategies-is often seen as a necessary concession. Finally, the authors explicate SBG's relationship to competency-based education and professional learning communities (PLCs).</div>

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Personalized Learning Plans (PLPs) - Personal Learning Plan (PLP) Working Group | Vermo... - 0 views

education.vermont.gov/...main plp vermont AOE personalization

shared by Lauren Parren on 04 Nov 14 - No Cached

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ProTeacher! Rainforests lesson plans for elementary school teachers in grades K-5 inclu... - 1 views

www.proteacher.com/110058.shtml lesson plan rainforest activities

shared by Lauren Parren on 12 Nov 14 - Cached

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Challenging the Model of 1:1 with BYOD | Edutopia - 0 views

www.edutopia.org/...e-to-one-model-amanda-paquette 1:1 BYOD edutopia ipad MALT

shared by Lauren Parren on 19 Dec 12 - No Cached

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DesignShare: Imagining the Future of the School Library - 0 views

www.designshare.com/...school-library-future library design future Rowland PD

shared by Lauren Parren on 27 Aug 12 - Cached

edefine their “value-added” qualities.
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Growing affluence means that many readers can and will purchase information rather than borrow it.
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high touch environments
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growing body of research that demonstrates the positive effect of school libraries and school librarians on student reading abilities and academic achievement
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uber information experts.
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virtual environment.
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no good reasons to design school libraries that are based on an outdated model
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nnovative design
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- Lauren Parren on 27 Aug 12
  
  Yes! This is exactly what we are thinking!
  
  <div class="cArrow"> </div><div class="cContentInner">Yes! This is exactly what we are thinking!</div>
  
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school officials will strive for a philosophical, functional, and physical merger of the school library with the IT program, with a faculty center and spaces for staff development, as well as spaces where teachers can work with (and learn from) students, school librarians, and IT staff; and
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beyond the library walls
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viewed primarily as a cost, rather than as an investment,
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trying to create a good program by simply redesigning space without paying attention to staffing.
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Teaching people to effectively find and use information to meet their needs.”
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the 21st century school library must look beyond tradition to the future, to what is needed to help fulfill the educational mission, goals, and objectives of the school.
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he library will be a sacred space dedicated to honoring those who use the library to meet whatever informational, educational, socialization and personal needs they might have.
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broadest mission
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Today’s library is a learning place, not a warehouse space.
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fluid
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Libraries must be spaces where multiple activities can take place simultaneously.
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ifferent types of environments
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ook at places where kids DO want to be
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brary staff and a library program in place before facility planning
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help as you can from an experienced, reputable school library facility design consultant—
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Involve the stakeholders
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Be adventurous,
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complex
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And I always say, design for the technologies that are available NOW, not those just over the horizon. The horizon might be further away than you anticipate.
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libraries and librarians are needed now more than ever
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a mix of print and non-print materials
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consider providing more space for instructional purposes.
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As much as possible we should be designing flexible spaces so that space required today for book storage can easily be converted for other purposes in the future.
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he emphasis must be on the quality of the collection, not the quantity.
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- Lauren Parren on 27 Aug 12
  
  Is this still true?
  
  <div class="cArrow"> </div><div class="cContentInner">Is this still true?</div>
  
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quiet reflection will remain a need of humans for a very long time.
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- Lauren Parren on 27 Aug 12
  
  Hence our 'requirement' that both teachers and students work on their portfolios at the end of a unit after using the MALT Center.
  
  <div class="cArrow"> </div><div class="cContentInner">Hence our 'requirement' that both teachers and students work on their portfolios at the end of a unit after using the MALT Center.</div>
  
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The glut of information that keeps expanding overwhelms most people, and libraries and librarians are needed to help guide and teach students and teachers to cope.
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November 2nd, 2006
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knowledge production areas.
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