“Improvement [in writing] starts with volume. Volume suffers if I have to grade everything. Grading doesn’t make kids better. Volume, choice, and conferring makes kids better.”
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The Marshall Memo Admin - Issues - 0 views
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coaching instructional coaching writing comments grading pre-assessments
shared by Jill Bergeron on 26 Apr 16
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“Give students daily opportunities to leave tracks of their thinking, use those tracks to notice patterns, and adjust instruction on the basis of what kids know and what they need. Repeat cycle.”
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“If you understand the child’s knowledge and cognitive skills in a domain that is really meaningful to the child,” says Sternberg, “you will learn what the student is capable of doing in other domains, if only motivated to pursue those other domains.”
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you cannot cleanly separate out measurement of intelligence from measurement of reading (obviously, a verbal skill). The same holds for other content domains.”
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The coach’s role, she says, “is not to fix lessons or teachers but to support teachers’ abilities to meet students’ needs.
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the coach’s job in goal-setting is to search for points of agreement with the teacher and to direct her in ways likely to produce positive results.”
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“The coach also needs to respect the teacher’s autonomy by offering feedback only on agreed-upon goals,” adds Finkelstein. “As tempting as it can be for coaches to identify areas for improvement, unsolicited suggestions can arouse defensiveness.”
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“Improvement starts with volume. Volume suffers if I have to grade everything. Grading doesn’t make kids better. Volume, choice, and conferring makes kids better.” This helped Tovani realize that she didn’t have to assess every piece of student writing, which allowed her to grade less and assess more: “I don’t have to always write the perfect comment or give a grade,” she says. “[W]hat’s most essential to improving the quality of students’ work is collecting feedback for ourselves from that work and noticing patterns in students’ skills (or lack thereof) that we can use to determine our next instructional moves.”
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This view is critical to mitigating teacher resistance to feedback, which most teachers expect will be evaluative.” A smart strategy is to focus on what students have learned rather than the teacher’s skill executing lessons. “Collaboratively examining student performance can provide an effective third space for this kind of non-evaluative feedback,” she says.
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“It is the coach’s responsibility to dispel any perception that her job is easier or more relaxed than the teacher’s.” This means writing lesson plans, citing standards, teaching lessons, collecting books and materials, helping with assessments, doing grading, and helping with other paperwork.
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At the same time, the coach needs to think strategically about the teacher’s growth and development and ultimate independence.
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“Coaches also walk the walk by using their access to authority in schools to advocate for teachers,”
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Communicate clearly and transparently. Right from the start, coaches need to spell out key details of the partnership, including: - The goals and time frame; - When, why, and how the coach will observe in the classroom; - What non-evaluative feedback will look and sound like; - With whom the coach will (and will not) share feedback.
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There are plenty of reasons for resistance to being “helped” by an instructional coach, she says, often manifested in shallow acquiescence, avoidance, or overt hostility: - Teachers believing (not without reason) that they’ve been singled out as deficient; - Fear of being judged and exposed as ineffective with students; - Fear that deficiencies unrelated to the presenting issue will be revealed; - A belief that the instructional coach may report on them to the principal; - Worries about being admonished by the principal; - Discomfort examining their own practice; - Anxiety about having to change.
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Spend less time writing comments. - Modify instruction based on what’s learned from students’ work. - Build in time for students to revise their work based on feedback and self-assessment.
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“Students compare my criteria of success with their performance,” she says, “and reflect on how my responses are alike or different from theirs.” If students do poorly on one of her quizzes, she’ll go over items in class, giving students a chance to add points by showing improvement.
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Exit tickets – At the end of class, students jot one thing they figured out and one thing they’re wondering about. Tovani spreads these out on a table and draws conclusions about the next day’s lesson. “I don’t waste time writing comments,” she says. “I simply look for patterns, and when I’ve figured out a few, I throw the tickets away.”
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Response journals – In individual composition notebooks, students reflect on their learning for the day. Tovani reads a third of these each day during her planning period, takes a third home, and reads the rest the next morning. “I limit my comments and challenge myself to identify patterns,” she says.
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While commenting, she records her observations in four columns: students’ use of skills and strategies; confusing vocabulary; students’ questions related to the reading; and how skillfully students are dealing with a genre or text structure. She gives feedback or a quick correction to individual students or to the whole class.
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“If pre-assessments simply demonstrate to students how little they know, this exercise may negatively affect their disposition toward the upcoming event,”
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Teachers’ messaging needs to emphasize that a pre-assessment won’t count against students and the purpose is to help make lessons more effective and fun, highlight what’s going to be learned, and allow students to set goals.
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To avoid giving pre-assessments that add little value, teachers should use them only when necessary, keep them short, using multiple-choice questions where possible, and limit questions to areas where the teacher genuinely doesn’t know how students will perform.
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A thorough unit pre-assessment might well reveal four levels of student preparation in a single classroom: students who know the intended outcomes up front; students who have partial knowledge; students who have little or no knowledge; and students who have significant misconceptions. Trying to differentiate for all these students is a classroom management nightmare for even the most creative teacher. Guskey and McTighe suggest a compromise, with some highly engaging whole-class presentations and then significant decentralization and choice with frequent checks for understanding.
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When possible, teachers should gather pre-assessment data with individual student dry-erase boards, clickers, or other methods that allow for rapid student input and teacher analysis and decision-making.
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three guidelines to ensure that pre-assessments are practical, provide useful data, and enhance student learning:
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Teachers should be clear about the purpose, both for themselves and their students. What new and helpful data will be gathered? Do students know why they are doing the pre-assessment?
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Possible follow-ups include reviewing essential knowledge and skills with the whole class, addressing misconceptions, providing targeted instruction, linking content to students’ interests, and differentiating for individuals or groups.
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They’re not necessary for every new unit, say the authors – only when they can really add value and only if they’re short and can produce data that can be assessed quickly.
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Taking three or more related courses in one career area boosted students’ chances of graduating from high school on time by 21 percent.
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11 Powerful Google Sheets Add-ons for Teachers ~ Educational Technology and Mobile Lear... - 0 views
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Addons Add-ons Googlesheets google sheets spreadsheets gafe google Google Drive
shared by Jill Bergeron on 26 Jan 16
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Digital History | Promises and Perils of Digital History - 0 views
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Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”
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“A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3
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In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.
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Just ten years ago, we would not have imagined the need for “a guide to gathering, preserving, and presenting the past on the web.” Indeed, few of us knew the web existed. Even the editors of Wired ignored it in their inaugural issue.4 Ten years ago, we would have been objects of curiosity, if not derision, if we had proposed such a project.
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The first advantage of digital media for historians is storage capacity—digital media can condense unparalleled amounts of data into small spaces.
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The most profound effect, however, may be on tomorrow’s historians. The rapidly dropping price of data storage has led computer scientists like Michael Lesk (a cyber-enthusiast to be sure) to claim that in the future, “there will be enough disk space and tape storage in the world to store everything people write, say, perform, or photograph.” In other words, why delete anything from the current historical record if it costs so little save it? How might our history writing be different if all historical evidence were available?
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Our web server at the Center for History and New Media (CHNM) gets about three-quarters of a million hits a day, but on September 11, 2002 (when people looking to commemorate the attacks of the previous year descended in droves on the September 11 Digital Archive that we organized in collaboration with the American Social History Project), we handled eight million hits—a more than ten-fold increase with no additional costs
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But the flexibility of digital data lies not just in the ability to encompass different media. It also resides in the ability of the same data to assume multiple guises instantaneously. Although language translation software is still primitive, we are moving toward a time when words in one tongue can be automatically translated into another—perhaps not perfectly but effectively enough.
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Flexibility transforms the experience of consuming history, but digital media—because of their openness and diversity—also alters the conditions and circumstances of producing history. The computer networks that have come together in the World Wide Web are not only more open to a global audience of history readers than any other previous medium, they are also more open to history authors. A 2004 study found that almost half of the Internet users in the United States have created online content by building websites, creating blogs, and posting and sharing files.
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quantitative advantages—we can do more, reach more people, store more data, give readers more varied sources; we can get more historical materials into classrooms, give students more access to formerly cloistered documents, hear from more perspectives.
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o consider these “expressive” qualities we need to think, for example, about the manipulability of digital media—the possibility of manipulating historical data with electronic tools as a way of finding things that were not previously evident. At the moment, the most powerful of those tools for historians is the simplest—the ability to search through vast quantities of text for particular strings of words. The word search capabilities of JSTOR, the online database of 460 scholarly periodicals, makes possible a kind of intellectual history that cannot be done as readily in print sources.
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Digital media also differ from many other older media in their interactivity—a product of the web being, unlike broadcast television, a two-way medium, in which every point of consumption can also be a point of production. This interactivity enables multiple forms of historical dialogue—among professionals, between professionals and nonprofessionals, between teachers and students, among students, among people reminiscing about the past—that were possible before but which are not only simpler but potentially richer and more intensive in the digital medium. Many history websites offer opportunities for dialogue and feedback. The level of response has varied widely, but the experience so far suggests how we might transform historical practice—the web becomes a place for new forms of collaboration, new modes of debate, and new modes of collecting evidence about the past. At least potentially, digital media transform the traditional, one-way reader/writer, producer/consumer relationship. Public historians, in particular, have long sought for ways to “share authority” with their audiences; the web offers an ideal medium for that sharing and collaboration.16
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inally, we note the hypertextuality, or nonlinearity, of digital media—the ease of moving through narratives or data in undirected and multiple ways.
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Consider, for example, the famous “photograph” of Lee Harvey Oswald and Jack Ruby playing rock music together in a Dallas basement. Such fake photographs have a long history; Stalin’s photo retouchers, for example, spent considerable time airbrushing Trotsky out of the historical record. But the transformation of the original Bob Jackson photo of Ruby shooting Oswald into “In-A-Gadda-Da-Oswald” did not require a skilled craftsman. George Mahlberg created it with Photoshop in forty minutes and it quickly spread across the World Wide Web, popping up in multiple contexts that erase the credit of the “original” counterfeiter.20
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Is there some way to police the boundaries of historical quality and authenticity on the web? Could we stop a thousand historical flowers—amateur, professional, commercial, crackpot—from blooming on the web? Would we want to? Of course, issues of quality, authenticity, and authority pre-date the Internet. But digital media undercut an existing structure of trust and authority and we, as historians and citizens, have yet to establish a new structure of historical legitimation and authority. When you move your history online, you are entering a less structured and controlled environment than the history monograph, the scholarly journal, the history museum, or the history classroom. That can have both positive and unsettling implications.
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Digital enthusiasts assume that the online environment is intrinsically more “interactive” than one-way, passive media like television. But digital technology could, in fact, foster a new couch potatoÐlike passivity. Efforts to create nuanced interactive history projects sometimes become quixotic when the producers confront the fact that computers are good at yes and no and right and wrong, whereas historians prefer words like “maybe,” “perhaps,” and “it is more complicated than that.” Thus the most common form of historical interactivity on the web is the multiple-choice test. But the high-budget version is little better. Take, for example, the History Channel’s website Modern Marvel’s Boys’ Toys, which is a combination of watching the cable channel and playing a video game. The true interactivity here comes when you click on the “shop” button. As legal scholar Lawrence Lessig has written pessimistically: “There are two futures in front of us, the one we are taking and the one we could have. The one we are taking is easy to describe. Take the Net, mix it with the fanciest TV, add a simple way to buy things, and that’s pretty much it.” At the same time, some wonder whether we really want to foster “interactivity” at all, arguing that it fails to provide the critical experience of understanding, of getting inside the thoughts and experiences of others. The literary critic Harold Bloom, for example, argues that whereas linear fiction allows us to experience more by granting us access to the lives and thoughts of those different from ourselves, interactivity only permits us to experience more of ourselves.25
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Another concern stems more from the production than the consumption side. Will amateur and academic historians be able to compete with well-funded commercial operators—like the History Channel—for attention on the Net?
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Google Drive Add-ons for Teachers - 1 views
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Google Drive Add-ons GAFE assessment rubric
shared by Jill Bergeron on 12 May 16
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Free Technology for Teachers: Coordinate Back-to-School with Choice Eliminator and Goog... - 0 views
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Google forms GAFE add-ons forms sign-ups
shared by Jill Bergeron on 19 Aug 15
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Edmodo vs Blogging - 0 views
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class blogs have started to surface ( still limited to class member only access) and this has started to blur the lines between Edmodo and the class blogs. Our ICT Leader recently attended a network meeting and other leaders there questioned the purpose of Edmodo if they were already blogging
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how to make a convincing argument for both Edmodo and blogging being transformative teaching and learning tools
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My favorite feature of Edmodo and a big difference between itself and blogging. I’ve written a few posts on how I’ve used groups to organize my lessons with different small groups.
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convenience and ease of creating groups for different subjects or smaller groups within that group so that specific groups of children can collaborate and discuss.It takes no time to set the groups up and they can be altered at any time.
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the simplicity of the Edmodo discussion wins me over compared to blogging. Simply add a note explaining the topic of the discussion, which can include images, videos, embedded links to other web tools, links to other sites, click Add and the discussion begins. All it takes is to hit the Reply button and the discussion is in full swing. The one feature I would like Edmodo to add is the ability to reply to a specific comment like you can in blogs. It can be a bit cumbersome having to write a reply to someone who wrote something 10 comments back.
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Extrinsic motivation through Badges - Not everyone’s cup of tea, but if you like to use stickers or awards, Edmodo has its own reward system called badges. You can create your own (but it’s a lot easier to just grab badges already created by other Edmodo teachers – I’ve collected 190 of them from my connections) and to encourage or acknowledge student effort or work, you can simply select their name in your class list, select a badge and award it to the students
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a good way to collate a whole bunch of comments for your student reports without doing any more work than giving that badge toa student.
12 Free Add-ons That Take Docs And Sheets To The Next Level | The Gooru - 0 views
The Best Google Drive Add-ons for Creating Flowcharts and Diagrams ~ Educational Techno... - 0 views
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add-ons extensions charts flowchart diagrams gafe Google_Drive google apps google docs technology
shared by Jill Bergeron on 31 Dec 15
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Managing Email Effectively - Time Management Training From Mind Tools - 0 views
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reserve time to read and respond to email after a long period of focused work, or at the time of day when your energy and creativity are at their lowest (this means that you can do higher value work at other times).
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if the email will take less than two minutes to read and reply to, then take care of it right now, even if it's not a high priority.
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For emails that will take longer than two minutes to read or respond to, schedule time on your calendar, or add this as an action on your To-Do List , to do later. Most email programs allow you to highlight, flag, or star messages that need a response, so utilize this handy feature whenever you can.
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Gmail, allow you to establish "Rules" that sort email into a particular folder as soon as it comes in.
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If you regularly receive email such as newsletters, blogs and article feeds, you could re-route these to another email address, or use rules, so that they're instantly delivered to a particular folder.
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For instance, if certain team members regularly send you long, drawn-out emails, let them know. Tell them gently but firmly that because of the demand on your time, you'd appreciate emails no longer than a paragraph or two. Anything longer than that should warrant a phone call. Alternatively, they could drop by your office for a discussion.
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NAIS - NAIS Research: Budget Considerations for the 2021-2022 School Year - 0 views
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Data from the NAIS Snapshot surveys of varying groups of independent school leaders reveal that 61% of schools have increased their expense budgets for the 2020-2021 fiscal year, while 58% are projecting a loss for the same time period.
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Determining what motivates your parents can help your school focus its offerings and rein in expenses, helping you focus on what matters most to families.
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Sixty-seven percent of schools have already implemented revenue-increasing strategies, and 76% plan to do the same in 2021-2022. Schools most commonly plan to rely on summer programs, with 67% already offering them and 79% likely to for the next summer.
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74% of schools increased their technology budgets.[6] Thirty-six percent expect IT expenses to increase further in 2021-2022.[7] Other schools appear to be angling to attract and retain staff despite the cost: 43% increased salaries (compared to 21% who cut them), and 74% hired additional staff (though data from a different sample of NAIS members found that 30% had implemented a hiring freeze, while 19% instituted layoffs).[8] Additionally, 38% of schools have increased their general financial aid budgets, with 31% increasing it by more than 5%. Fifty-four percent have established a separate emergency grant fund for students needing additional assistance.
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Despite the need for additional teacher training in online and hybrid learning, professional development budgets have frequently been cut to make up for additional spending elsewhere, with 41% of the schools decreasing the amount allocated (and 26% decreasing it by more than 16%).[10] Thirty-nine percent of schools are likely to continue to reduce professional development in 2021-2022, and 22% may freeze it altogether.
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adding new degree programs was a common and successful tactic for boosting enrollment during the Great Recession and one that was also popular with faculty.
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A parallel tactic for independent schools in markets that have seen increased demand for their programs, whether in-person or online, would be to add a part-time or afterschool component for parents worried about learning loss for their public school students.
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49% of schools experienced a decrease in enrollment for the 2020-2021 school year, with 33% seeing a decrease of greater than 5%. At the same time, 47% of schools reduced their fundraising goals from the previous year.[2] Tuition revenue will only help fill the gap at some schools: 49% increased their tuition, while 41% kept it the same and just 5% of schools reduced it.[3] However, 70% do expect to raise tuition in 2021-2022.[4]
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Fifty-five percent of independent schools lost teachers this year due to COVID-19 concerns, and 8% lost 5% or more of their teaching staff, according to NAIS Snapshot surveys.[21] All of this has led to a nationwide shortage in both dedicated substitutes and, more broadly, people who can just watch over a classroom when the teacher isn’t physically present.
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The goal of financial sustainability seems to have been superseded by the reality of teaching during a global pandemic
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To address the substitute shortage in South Dakota, for example, one public school district partnered with a local university’s college of education. Teaching candidates are able to get the field experience hours required for their degree by substitute teaching in various classrooms.
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After all, the job market for recent graduates has shrunk dramatically during the pandemic, with unemployment during the third quarter of 2020 particularly high among young people—almost 18% of 18- to 19-year-olds were unemployed as were about 15% of 20- to 24-year-olds.
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One-time revenue shortfall (with expected rapid recovery): This scenario is optimistic during the pandemic, but schools that were unable to hold a large revenue-earning event in 2020, such as an auction, community fair, or summer camp, but expect to be able to do so in 2021 can rely on endowment funds for the time being. One-time or short-term expenses: Schools may need endowment funds to repair the campus after natural disasters or offer emergency financial aid grants for families facing hardship. Short-term expense for long-term savings: Schools that haven’t already done so, or haven’t done so to as full an extent as they would like, can use endowment funds to upgrade technology or PPE infrastructures in order to attract and retain students in the long-term.
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When making financial decisions, school leaders need to be honest about the challenges affecting their final choice.
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Metta - Storytelling + Polling In One Compact Format. - 0 views
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Easy to use tool for creating flipped classroom lessons. Use the built-in search tool to find videos, images, or social media posts, put them into a timeline, add text and/or polls, and share. Free account has very limited media storage, but not an issue if you only use embedded media. Paid service has educator discount and is only $2.50/month.
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4 Free Web Tools to Boost Student Engagement | Edutopia - 0 views
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myBrainshark (1) is a superb tool that allows students to add a voiceover to PowerPoint presentations, Word documents, videos, and photo albums -- or to simply produce podcasts
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myBrainshark (1) is a superb tool that allows students to add a voiceover to PowerPoint presentations, Word documents, videos, and photo albums -- or to simply produce podcasts
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If you are looking for a tool that also allows for video narratives along with PowerPoint presentations (instead of basic audio), I would suggest Present.me (3).
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PosterMyWall (4) is a fantastic tool for creating artistic, high-quality posters (5), collages, photo calendars and/or photo cards that can either be shared online or printed out and inexpensively shipped home.
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PosterMyWall is slightly restricted in terms of the amount of options available for customization (mostly pictures and text), but other services, such as Glogster (6), offer a wider range of options.
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Screencast-o-matic (7) is a powerful screen recorder that allows users to capture anything (8) happening on their screen, as well as voice and video from the webcam for up to 15 minutes in the recorder's free version.
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Some high-quality alternatives to Screencast-o-matic are Jing (9) and Ezvid (10), both of which are very powerful and offer unique features.
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Padlet (11) is another free program that facilitates the creation of virtual walls (12) where students and teachers can post sticky notes with almost anything they want.
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Parenting With Dignity - Reasons why punishment doesn't work - 0 views
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When a parent resorts to punishment both the parent and the child begin to pay attention to the punishment
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the child is not engaged in creating a new thought process that will bring about better decisions and outcomes next time.
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A child sent to his/her room will seldom or never think about how to behave properly but rather will think about how unfair his/her parents are or some equally negative idea.
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Punishment traps the "punisher" into maintaining the punishment schedule. "You made the rules, now you must enforce them."
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As parents we need to point out the negative consequences inherent in their negative behavior, we do not need to create new ones.
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We can serve as a big help to our children if we help them foresee potential problems and the natural consequences of some of their possible decisions.
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The error comes when we think that the punishment has taught the child what to do in the next situation.
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It has taught the kid NOT to do something… but it has not taught them what to do! That is our job as parents… teach them what to do and how to decide to do it!
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A Summer Plan for Back-to-School Success: Organization Tips - 0 views
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Have your kids write their assignments in their new planners and on a family calendar for all to see
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Make a list of what you have and what you need, then take advantage of end-of-the-school-year sales.
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restart routines around two weeks before the first day of school. That includes pushing up bedtime, setting back-to-school screen schedules, and practicing getting up and out the door on time in the morning.
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Take time now to create your summer calendar to feel more prepared. Add vacations, kids’ sports activities or summer camps, family reunions or parties, and any events you’re committed to attending.
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What Do "Future Ready" Students Look Like? | Edutopia - 0 views
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Edutopia 21st century skills 21stcenturylearning resilience grit
shared by Jill Bergeron on 24 Mar 16
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"There's no better trait for entrepreneurs," says Scobbie. "You need to get past failures quickly. Entrepreneurs fail fast and learn from mistakes." A sense of humor helped the team over rough spots. "You need to be with a team where the laughs outnumber the angry outbursts."
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6 ways to bolster STEM education for the future | eSchool News - 0 views
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analysts predict that over the next five years, major American companies will need to add to their workforce a total of nearly 1.6 million employees versed in STEM: 945,000 who possess basic STEM literacy and 635,000 who demonstrate advanced STEM knowledge. Other data suggest that at least 20 percent of U.S. jobs require a high level of knowledge in at least one STEM field, according to the report.
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Flexible and inclusive learning spaces. Teachers and students need flexibility in structures, equipment and access to materials in both the classroom and the natural world, as well as environments augmented by virtual and technology-based platforms.
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Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic - 0 views
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Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)
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If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.
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The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.
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Add in the possibility that they they’ll have to present to the entire class, or post their creation online, and they’re even more focused
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it’s more like: “This is hard. And I’m not going to show you how to do it. But I expect what you create will be excellent.
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Tell students you’re going to present their work at a conference, or submit it to a state publication, and then watch the heightened focus in their eyes
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