Learning for a Sustainable Future - 0 views
Why Do Teachers Quit? - Liz Riggs - The Atlantic - 0 views
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Ingersoll extrapolated and then later confirmed that anywhere between 40 and 50 percent of teachers will leave the classroom within their first five years
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ut, turnover in teaching is about four percent higher than other professions.
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Why are all these teachers leaving—or not even entering the classroom in the first place?
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Revising Your Teaching Philosophy for Distance Learning | Edutopia - 0 views
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As you revise your teaching philosophy, you might ask yourself the following questions, which are outlined below using the mnemonic CRISIS: Capability: What are the capabilities of your learning platform, yourself, and students? Reliability: Are your plans and software reliable? Inability: What are you not able to do in this situation? Suitability: Are your plans suitable for the current situation? Ingenuity: How can you be ingenious and still hold true to your philosophy? Sustainability: Is what you’re doing sustainable in the long term?
The Marshall Memo Admin - Issues - 0 views
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In 2009, TNTP reported that teacher evaluation systems didn’t accurately distinguish among teachers with varying levels of proficiency, failed to identify most of the teachers with serious performance problems, and were unhelpful in guiding professional development.
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The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
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On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
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The Marshall Memo Admin - Issues - 0 views
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“It’s not just effort, but strategy. Students need to know that if they’re stuck, they don’t need just effort. You don’t want them redoubling their efforts with the same ineffective strategies. You want them to know when to ask for help and when to use resources that are available.”
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the key to schools succeeding with all students is prioritizing – isolating and focusing on “only the most vital, game-changing actions that ensure significant improvement in teaching and learning” and then sustaining a disciplined, laser-like focus for a significant amount of time.
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Teachers should have clear, specific direction on which skills and concepts to teach – the what and when – with discretion on the how to and some room each week for teachable moments and personal passions.
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"1. Mike Schmoker on three focus areas 2. Carol Dweck on fine-tuning the growth mindset 3. Maximizing high-quality teacher planning time 4. Effective and ineffective teacher teamwork in the Common Core 5. What gets professional learning communities working well? 6. Research findings on ability grouping and acceleration"
The Marshall Memo Admin - Issues - 2 views
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1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
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Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
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The ‘who’ part of the equation didn’t seem to matter.”
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Teach Kids to Use the Four-Letter Word | Edutopia - 0 views
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Today's classrooms are notorious for handing students the basic skills to live in the world while denying them the strength of character to transform it.
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Angela Duckworth (1), an associate professor of psychology at the University of Pennsylvania, studied (among others) the performance of West Point cadets during basic training. She discovered that the most powerful predictor of success -- acceptance into the academy -- was grit. Duckworth calls grit "the tendency to sustain interest in and effort toward very long-term goals."
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Duckworth’s research is heir to the work of Stanford psychologist Carol Dweck (2) on mindsets. Believing that we can succeed even after suffering repeated setbacks (what Dweck calls a "growth mindset") can actually re-wire our brains -- and rewrite our fortunes.
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Age of Distraction: Why It's Crucial for Students to Learn to Focus | MindShift - 0 views
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“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,”
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If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.
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“The circuitry for paying attention is identical for the circuits for managing distressing emotion,”
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Homework, Sleep, and the Student Brain | Edutopia - 0 views
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Are you able to stay up with your son or daughter until he or she finishes those assignments? If the answer is no, then too much homework is being assigned, and you both need more of the sleep that, according to Daniel T. Willingham (3), is crucial to memory consolidation.
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we see moderate advantages of no more than two hours of homework for high school students. For younger students, the correlation is even smaller. Homework does teach other important, non-cognitive skills such as time management, sustained attention, and rule following, but let us not mask that as learning the content and skills that most assignments are supposed to teach
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A scientific approach to tackling their homework can actually lead to deepened learning in less time.
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NAIS - The Truth About Making Real Change for Racial Justice - 0 views
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To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
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noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
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When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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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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NAIS - Affirming the Well-Being of Black Teachers - 0 views
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the necessity of emotional support in our schools through affinity groups and the need for culturally responsive professional development opportunities similar to ones offered at the NAIS People of Color Conference (PoCC).
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In her book, Why Are All the Black Kids Sitting Together in the Cafeteria? Beverly Tatum outlines a familiar circumstance that many Black faculty face when working in PWIs. “Particularly in work settings, where people of color are isolated and often in the extreme minority, the opportunities to connect with peers of color are few and far between. White people are often unaware of how stressful such a situation can be.”
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As confirmed in my research findings, affinity groups are one of the few places in PWIs where Black faculty and staff expressed a genuine sense of recognition and appreciation. Affinity groups provide teachers who share a common identity at our school the opportunity to meet, connect, and support each other. The Black affinity group gatherings at our school can range from informal check-ins to more structured and facilitated conversations about stress management and teaching practices. As important as these meetings are, they are unfortunately infrequent.
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Telling Your Child They Have a Learning Disability Is Critical - 0 views
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Many parents are afraid that “labeling” a child as having a learning disability will make him feel broken, left out, or less willing to try. In fact, the opposite is true: giving your child an understanding of the nature of his learning disabilities will comfort him — and motivate him to push through his challenges.
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The knowledge that he has an identifiable, common, measurable, and treatable condition often comes as great comfort to the youngster. Without this information, the child is likely to believe the taunts of his classmates and feel that he indeed is a dummy.
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If a child does not have a basic understanding of the nature of his learning challenges, it is unlikely that he will be able to sustain his motivation in the classroom.
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