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Anne Bubnic

Teachers Talking Together: The Power of Professional Community - 0 views

www.essentialschools.org/...492

ctap4data student__achievement

shared by Anne Bubnic on 27 Aug 08 - Cached
  • A school that is also a professional learning community recognizes that work with students and adults is on-going and embodies the values of continual growth, risk-taking and trust.
  • Now that we had a structure around which to build our professional community, we could explore what that community could do. We found that it allowed us to do several distinct things: as well as developing a shared accountability system, we could diagnose our students’ weaknesses, as well as the gaps in our own teaching; we learned to critique one another’s practice; and we found ways to get to know our students beyond the classroom.
  • As we scored student work together, and team-taught in writing seminar, we also identified skills that we needed to further develop as teachers.
  • Anne Bubnic on 27 Aug 08
     
    Many friendships and emotional connections arise among teachers. These are important, but they do not substitute for necessary professional support and growth. Teachers must have structured time to share, write, and talk about their teaching and their students. Otherwise, teaching is a solitary activity, all too often leading to unsatisfactory results for both teachers and students. A school with a healthy professional learning community will maintain a razor-sharp focus on student achievement; its faculty will feel a common ownership and responsibility for that achievement; and its students will achieve success.
Anne Bubnic

Nine Powerful Practices to Help Raise Student Achievement - 0 views

tinyurl.com/5p9sut

ascd ctap4data student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    Nine strategies help raise the achievement of students living in poverty. Students from families with little formal education often learn rules about how to speak, behave, and acquire knowledge that conflict with how learning happens in school. They also often come to school with less background knowledge and fewer family supports. Formal schooling, therefore, may present challenges to students living in poverty. Teachers need to recognize these challenges and help students overcome them. In my work consulting with schools that serve a large population of students living in poverty, I have found nine interventions particularly helpful in raising achievement for low-income students.
Anne Bubnic

The Benefits of Teacher Collaboration [PLC's] - 0 views

www.districtadministration.com/VIEWARTICLE.ASPX

achievement ctap4data plc student

shared by Anne Bubnic on 05 Sep 08 - Cached
  • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
  • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
  • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
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  • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
  • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
  • Anne Bubnic on 05 Sep 08
     
    Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Anne Bubnic

Putting comprehensive staff development on target - 0 views

www.nsdc.org/...hirsh251.cfm

achievement ctap4data nsdc professional_development student

shared by Anne Bubnic on 19 Aug 08 - Cached
  • Many professional development efforts are organized as a smorgasbord of courses offered to educators. The district measures the effort's effectiveness by how many courses staff complete or how satisfied teachers are with the classes offered. District leaders who use the smorgasbord approach may view professional development as an extra that potentially helps an individual's performance but is not absolutely essential. They probably invest little in professional development planning because they don't expect great results.
  • Other district leaders recognize how much professional learning contributes to the district's learning goals for students, and so they align individual, team, school, and system learning plans. At each level, participants consider what outcomes they want for students, the knowledge and skills teachers need, and the professional learning that will help staff achieve the system goals. To be results-driven means following Stephen Covey's advice (1989): "Begin with the end in mind." Once student outcomes are selected, professional development leaders identify the knowledge and skills adults need to help students achieve the district's standards of success. The knowledge and skills linked to the student learning goals become part of the comprehensive professional development curriculum
  • In too many schools, staff development is limited to teachers attending workshops, courses, and conferences. School districts can no longer afford staff development efforts that are predominately "adult pull-out programs." That kind of learning alone will not produce high-level results. Schools will achieve high levels of performance when professional learning is embedded in every school day.
  • Anne Bubnic on 19 Aug 08
     
    Professional development planning focuses attention on how the system as a whole and individuals must change to achieve the district's goals. Rather than being outlined in its own plan, comprehensive professional development becomes a compilation of plans, each supporting different district and/or school priorities. These individual plans are most effective when they attend to what we know about effective professional learning and ensure that staff development is results-driven, standards-based, and focused on educators' daily work.
Anne Bubnic

A Principal's Role in Improving Student Achievement: School Improvement in Maryland - 0 views

www.mdk12.org/...index.html

achievement ayp ctap4data student target

shared by Anne Bubnic on 25 Aug 08 - Cached
  • Anne Bubnic on 25 Aug 08
     
    If our end goal is to improve student achievement to meet AYP, then a critical intermediate goal is to determine where each of our students is in relation to the state content standards. While the logic is clear, most schools do not collect evidence of or for learning on an ongoing basis. We don't know what to teach students to take them to proficiency on indicators/objectives without knowing where they currently are on those indicators/objectives.
Anne Bubnic

High Schools That Work - 0 views

www.sreb.org/...assessindex.asp

assessment best_practice ctap4data

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    The HSTW Assessment, administered to seniors, is used by HSTW states, districts and schools to document school improvement efforts. It is comprised of three subject tests (reading, mathematics and science) coupled with a student survey. This assessment provides comprehensive school-level data that disaggregate students' achievement by their perceptions of school and classroom experiences. These results have given schools, districts and states a unique opportunity to determine what is and is not working to increase student achievement. The assessment is administered by all HSTW sites in even-numbered years.
Anne Bubnic

Professional Learning Communities - 0 views

www.districtadministration.com/viewarticle.aspx

achievement ctap4data plc student

shared by Anne Bubnic on 05 Sep 08 - Cached
  • Anne Bubnic on 05 Sep 08
     
    On-the-fly conversations regarding students occur on a regular basis among teachers. They have many positive components: conversations are student centered, teachers are supportive of each other and they meet on their own time. However, they are limited and are subject to the interruptions of daily school events, and teacher collaboration is left to chance. These teachers need administrative support to improve the likelihood that their efforts will raise student achievement to a significant degree.
Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

pdonline.ascd.org/...el200405_dufour.html

ascd ctap4data dufour plc student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
  • Anne Bubnic on 04 Sep 08
     
    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

Closing the Achievement Gap: How Schools are Making It Happen - 0 views

www.annenberginstitute.org/...gap_cj.htm

achievement gap annenberg ctap4data

shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    One of the most vexing problems in American education is the achievement gap. Schools and districts are tackling the problem in different ways and seeing results. The first step in dealing with the achievement gap is acknowledging that the problem exists. Yet not all districts break down student performance data to show how various racial and ethnic groups perform.
Anne Bubnic

Data Quality Campaign - 0 views

www.apqceducation.org/d3mstudy

ctap4data data_quality

shared by Anne Bubnic on 20 Aug 08 - Cached
  • Anne Bubnic on 20 Aug 08
     
    The momentum behind building high-quality data systems to harvest better information about student, school, and district performance has never been stronger. Although collecting data is essential, knowing how to analyze and apply this information is just as important for meeting the end goal of improving student achievement. The purpose of this study is to identify, quantify, and report on district-level processes that enable effective utilization of data to increase academic achievement at the classroom level.
Anne Bubnic

A Guide to Performance Assessment for LCD Students - 0 views

www.ncela.gwu.edu/...index.htm

ctap4data ell student assessment

shared by Anne Bubnic on 30 Apr 08 - Cached
  • Anne Bubnic on 30 Apr 08
     
    With a significant and growing population of linguistically diverse learners, careful measures must be taken to ensure equitable assessment of students' performance. If not, the achievement gap between the "advantaged" and "disadvantaged" will widen in our society (NCEST, 1992). Studies over the last decade have resulted in findings that can be translated into guidelines that can assist in equitable assessments. However, it will be up to state and local education agencies to begin the process of crafting assessments that reflect this knowledge and meet the educational needs of their student populations.
Anne Bubnic

Finding Balance: Assessment in the Middle School Classroom [Stiggins] - 5 views

www.nmsa.org/...Default.aspx

ctap4data assessment stiggins

shared by Anne Bubnic on 23 Nov 08 - Cached
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  • Anne Bubnic on 23 Nov 08
     
    Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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Anne Bubnic

Measuring Student Progress: How Do You Develop Reliable Assessments? - 0 views

teacher.scholastic.com/...studentprogress.htm

ctap4data student achievement student assessment

shared by Anne Bubnic on 19 Nov 08 - Cached
  • Anne Bubnic on 19 Nov 08
     
    Assessment Guru Grant Wiggins on Measuring Student Progress. All the talk about changing the way we measure student progress raises important questions. What do we mean by assessment - as opposed to grading? How do you design reliable assessments? Should you "teach to" standardized tests? How can you evaluate an individual performance on a cooperative project? And how do we explain it all to parents? To get answers, Instructor senior editor Meg Bozzone interviewed assessment expert Grant Wiggins, president of the nonprofit Center on Learning Assessment and School Structure (CLASS).
Anne Bubnic

Using Data to Drive Student Achievement in the Classroom and on High-Stakes Tests - 0 views

www.thejournal.com/16259

ctap4data student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    How can we improve student learning in the classroom and raise student performance on high-stakes tests? The key is continuing assessment and evaluation throughout the school year, as well as a commitment to the success of all students.
Anne Bubnic

Data done right - 0 views

www.dangerouslyirrelevant.org/...data-done-right.html

ctap4data d3m learning_outcomes

shared by Anne Bubnic on 14 Aug 08 - Cached
  • This is the NCLB model. Schools are expected to collect data once a year, slice and dice them in various ways, set some goals based on the analyses, do some things differently, and then wait another whole year to see if their efforts were successful. Somehow, this model is supposed to get schools to 100% proficiency on key learning outcomes.
  • he key difference in this model is an emphasis on ongoing progress monitoring and continuous, useful data flow to teachers
  • Under this approach, schools have good baseline data available to them, which means that the data are useful for diagnostic purposes in the classroom and thus relevant to instruction. The data also are timely, meaning that teachers rarely have to wait more than a few days to get results. In an effective data-driven school, educators also are very clear about what essential instructional outcomes they are trying to achieve (this is actually much rarer than one would suppose) and set both short- and long-term measurable instructional goals from their data.
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  • It is this middle part of the model that often is missing in school organizations. When it is in place and functioning well, schools are much more likely to achieve their short- and long-term instructional goals and students are much more likely to achieve proficiency on accountability-oriented standardized tests. Teachers in schools that have this part of the model mastered rarely, if ever, complain about assessment because the data they are getting are helpful to their classroom practice.
  • When done right, data-driven decision-making is about helping educators make informed decisions to benefit students. It is about helping schools know whether what they are doing is working or not
  • Anne Bubnic on 14 Aug 08
     
    Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement
Anne Bubnic

Enhancing Student Learning [Rick Stiggins, Jan 2008] - 0 views

www.districtadministration.com/viewarticle.aspx

ctap4data formative_assessment student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Both formative assessment and assessment for learning are intended to provide information early enough in the decision-making process to influence student learning. As traditionally conceived, formative assessment helps teachers group students more effectively and select appropriate instructional interventions. The teacher uses the assessment information. However, the litmus test of an effective assessment for learning is that it informs students about their own learning, helping them focus their learning energies where they are likely to be most effective. So formative assessment enlightens the teacher, while assessment for learning enlightens the student
  • Anne Bubnic on 04 Sep 08
     
    Create profound achievement gains through formative assessments
Anne Bubnic

Closing the Achievement Gap: Achieving Success for All Students - 0 views

www.closingtheachievementgap.org/...home.htm

achievement gap california ctap4data

shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    This Web site is part of the statewide initiative to close the achievement gap. Aimed at supporting the work of policymakers, educators, and interested community members, it is the electronic hub for helpful information, research, and success stories about efforts to close the gap in California.
Anne Bubnic

State's schools improve, achievement gap persists - 0 views

www.sfgate.com/...article.cgi

assessment cst ctap4data

shared by Anne Bubnic on 26 Aug 08 - Cached
  • But the good news came paired with bad as state Superintendent of Public Instruction Jack O'Connell declared that the education of African American students has reached a crisis stage. Scores of that group remained well below those of white and Asian American students, he said, while black students' English skills generally match those of Latino students - many of whom are just learning the language.
  • Anne Bubnic on 26 Aug 08
     
    The state's public school students improved in reading, writing and mathematics this year, marking five years of near-steady growth on the tough California Standards Test, results released Thursday show.
Anne Bubnic

Closing the Achievement Gap: Research and Recommendations - 0 views

www.closingtheachievementgap.org/...research.htm

achievement gap ctap4data

shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    Based on research conducted by the California P-16 Council, the CDE and other partners involved in this project, specific recommendations have been proposed to address the achievement gap among student subgroups.
    Note Recommendation #11: Design, develop, and implement coherent and relevant professional development in the areas of data collection, analysis and interpretation

Anne Bubnic

Leading Your School Through School Improvement: A Principal's Role - 0 views

www.mdk12.org/...leading.html

analysis ctap4data data

shared by Anne Bubnic on 25 Aug 08 - Cached
  • Anne Bubnic on 25 Aug 08
     
    Analyzing your data is a process you will want to involve your entire staff. There are a number of variables that will help you determine the best strategy for your school including the size of staff, organization of teams, availability of computers with Internet, and the amount of staff meeting time. The critical piece is that you model the importance of data analysis and that you involve (mandate) all staff in the process. The odds of teachers making the instructional changes needed for improved student achievement are much greater when the data and what it tells them about current achievement.
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