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J Black

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professionaldevelopment professional_development education

shared by J Black on 12 Feb 09 - Cached
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
Maude Caudle

Diigo vs Paper - 239 views

Has anyone had trouble getting the diigo toolbar to install in IE 8.0? Any suggestion? It installs fine in FireFox and Chrome.

alternative assignments

started by Paul McKenzie on 05 Apr 08 8 follow-ups, last by Maude Caudle on 06 Apr 10
krishnakumar121

Open School Admission form 2019 and Classes in Delhi - Open School Admission and Classe... - 0 views

open-school-admission.business.site

OpenschoolinDelhi Openschoolboard Openschooladmission Openschoolforms

shared by krishnakumar121 on 13 May 19 - No Cached
  • krishnakumar121 on 13 May 19
     
    Open school admission class 10th and 12th in Delhi for students who want to study privately from Open Board by Kapoor study circle. You can apply for Open school admission class 10th, Open school admission class 12th. Open school admission is a mode of study for students who want education without attending regular schooling.
krishnakumar121

Patrachar Vidyalaya CBSE, Open School, Nios Admission 2019-2020 Delhi - 0 views

www.kapoorstudycircle.com

PatracharVidyalayaCBSE OpenSchool NiosAdmission CBSEImprovementexam CBSEcorrespondence

shared by krishnakumar121 on 13 May 19 - No Cached
  • krishnakumar121 on 13 May 19
     
    Patrachar vidyalaya, CBSE Patrachar, Nios admission, Nios online admission, Open school, CBSE Private, CBSE Open school Admission 10th, 12th & classes. Kapoor Study circle is the Best and top Institute in Delhi for Patrachar Vidyalaya, Open school, Nios admission, Nios online Admission guidance and Coaching classes. Regular School Students unsuccessful in School final exams in class 9th or 11th can directly apply for class 10th and 12th.
Greg O'Connor

Why bother with #BYOD? « Learning Activist - 0 views

learningactivist.com/...why-bother-with-byod

BYOD technology

shared by Greg O'Connor on 22 Aug 12 - No Cached
  • Greg O'Connor on 22 Aug 12
     
    Have you wondered how to develop digital literacy in students? Have you wondered how to encourage self-directed learners? How to develop deep research skills? Of course this is all possible without technology, but why would you teach students skills without using the tools that they will need as soon as they leave school? (and which they are In simple terms a BYOD program is any policy within a school which allows students to bring in their own devices and connect to any combination of the school network or the internet. Schools might make a BYOD program voluntary or compulsory, but the key policy decision is to allow students to choose the device which suits them best. Some students prefer Windows machines, other prefer Apple, some students like the fast response of a tablet. Many school which implement a BYOD program soon find that students are working on not one device but many.
Tania Sheko

What Schools are Really Blocking When They Block Social Media | DMLcentral - 13 views

dmlcentral.net/...g-when-they-block-social-media

social media blocking schools censorship social media learning students

shared by Tania Sheko on 30 Jan 12 - No Cached
  • The real issue, of course, is not social media but learning.  Specifically, the fact that our schools are disconnected from young learners and how their learning practices are evolving.  The decision to block social media is inconsistent with how students use social media as a powerful node in their learning network.  Can social media be a distraction in the classroom?  Absolutely.  Will some students access questionable content if given the opportunity?  Yes.  But many students use social media to enhance their learning, expand the reach of the classroom, find the things they ‘need to know,’ and fashion their own personal learning networks.
  • Because social media is such a big part of many students social lives, cultural identities, and informal learning networks schools actually find themselves grappling with social media everyday but often from a defensive posture—reacting to student disputes that play out over social media or policing rather than engaging student’s social media behaviors.
  • Education administrators block social media because they believe it threatens the personal and emotional safety of their students.  Or they believe social media is a distraction that diminishes student engagement and the quality of the learning experience.
  • ...8 more annotations...
  •   Schools also block social media to prevent students from accessing inappropriate content. 
  • I have often wondered what are schools really blocking when they block social media.
  • We structured the learning to be autonomous, self-directed, creative, collaborative, and networked.
  • The teacher and I had overlooked the fact that YouTube was blocked
  • The teacher believes network literacy is also crucial. 
  • network literacy, that is, “using online sources to network, knowledge-outreach, publicize content, collaborate and innovate.” 
  • By blocking social media schools are also blocking the opportunity:
  • 1)    to teach students about the inventive and powerful ways communities around the world are using social media 2)    for students and teachers to experience the educational potential of social media together 3)    for students to distribute their work with the larger world 4)    for students to reimagine their creative and civic identities in the age of networked media
  • anonymous on 13 Sep 13
     
    This website is the best news site, all the information is here and always on the update. We accept criticism and suggestions. Happy along with you here. I really love you guys. :-) www.killdo.de.gg
Chris Wherley

New CTO guidelines issued for schools | eSchoolNews.com - 18 views

www.eschoolnews.com/...-guidelines-issued-for-schools

CTO CoSN ChiefTechnologyOfficer CIO eSchoolNews

shared by Chris Wherley on 07 Feb 10 - Cached
  • Chris Wherley on 07 Feb 10
     
    School districts have a new resource to help them define effective leadership in education technology: The Consortium for School Networking (CoSN) has released an updated version of its Framework of Essential Skills for K-12 chief technology officers (CTOs). Key words: chief technology officer, technology skills, cosn, skills framework, school leadership, education technology
alex112

School bus service Dubai - 0 views

ngfalcondubai.ae/bus-transportation-service.php

#schoolbus #schoolbusdubai #transportdubai

shared by alex112 on 10 Oct 20 - No Cached
  • alex112 on 10 Oct 20
     
    Best school bus service Dubai - MINI school bus service Dubai. School transport Dubai#schoolbus #schoolbusdubai #transportdubai
Diana Rendina

Note to Principals: You Can't Keep Ignoring Social Spaces | CTQ - 3 views

www.teachingquality.org/...-t-keep-ignoring-social-spaces

digital citizenship socialmedia socialnetworking advocacy adminstration

shared by Diana Rendina on 24 Jul 15 - No Cached
John Helmet liked it
  • social spaces tend to be spaces where our primary customers -- parents and students -- spend a heck of a lot of time.
  • 63 percent of the respondents to a recent Pew Research Center on Journalism and Media survey reported turning to Twitter and Facebook for news "outside the realm of friends and family"
  • a school and/or district hashtag.
  • ...1 more annotation...
  • School personnel can post traditional communications -- calendar updates, school closing information, details on special programming or deadlines -- just as easily as classroom teachers can post pictures of cool classroom happenings or community organizations can post links to resources that parents and students might find useful.
  • Diana Rendina on 24 Jul 15
     
    Having a social media presence is essential for schools to maintain communication with their stakeholders.  A school hashtag is an excellent way to make it easy for everyone to share.
Dave Truss

The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views

www.edutopia.org/new-face-learning

future learningconversations pedagogy techintegrator technology web2.0

shared by Dave Truss on 15 May 08 - Cached
  • I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
  • In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
  • I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
  • Dave Truss on 15 May 08
     
    I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
manavmodi

School Violence - 2 views

School violence can be defined as any behaviour that is intended to harm other people at schools or near school grounds. This may include bullying and victimization, or more severe forms of violenc...

learning

started by manavmodi on 26 Feb 19 no follow-up yet
Greg O'Connor

Collaboration lifts learning - 0 views

dern2.acer.edu.au/...collaboration-lifts-learning

research collaboration technology

shared by Greg O'Connor on 18 Apr 13 - No Cached
  • Greg O'Connor on 18 Apr 13
     
    Remodeling Literacy Learning: Making Room for What Works surveyed 2,404 educators in schools across the US. Most of the respondents were experienced classroom teachers and specialist staff in public schools at all levels (elementary, middle, high) of schooling. The findings are reported in a 37 page very readable and ground breaking report.
Joel Zehring

Pew Research Center: Writing, Technology and Teens - 1 views

pewresearch.org/...writing-technology-and-teens

web2.0 writing

shared by Joel Zehring on 25 Apr 08 - Cached
  • Joel Zehring on 25 Apr 08
     
    Amanda Lenhart discusses survey results concerning school writing, personal writing, and writing in social networking. Could this be used to promote blogging/texting/chatting standards instruction in schools? If schools don't teach students to use social networking and web 2.0 tools effectively and efficiently, who will? Of interest is this quote: "A considerable number of educators and children's advocates worry that James Billington, the Librarian of Congress, was right when he recently suggested that young Americans' electronic communication might be damaging 'the basic unit of human thought -- the sentence.'" This seems a little bit like saying if teens got a hold of new type of watch, they might damage the space-time continuum.
Cally Black

Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions - 25 views

novemberlearning.com/...-innovative-poor-six-questions

technology ICT integration education innovation

shared by Cally Black on 28 Jan 15 - No Cached
  • Cally Black on 28 Jan 15
     
    In a recent webinar, more than 90% of school leaders responded that they were leading an innovative school as a result of the implementation of technology. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school. The complete reversal was due to a presentation of the Six Questions that you will read about in this article.   This list of questions was developed to help educators be clear about the unique added value of a digital learning environment.
Dave Truss

Pearson Presents: Learning to Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Dave Truss on 18 May 08 - Cached
  • I remain very, very concerned with the notion that all we have to do is let the kids connect with the world -- just like they do on Facebook or MySpace -- and the kids will learn. There's a fallacy there, and my experience with how much really deep teaching of digital ethics we've had to do at SLA to counter all that the kids come in the door thinking about the digital world.
  • is there much of an honest discussion of just how hard implementation of these ideas actually is.
  • And the problem is that our entire structure has to change to make it easier. You can't teach 150 kids a day this way... you can't have traditional credit hours... you have to find new ways to look at your classroom. Everything from school design to teacher contracts to class size and teacher load to curriculum and assessment -- everything we do in schools -- has to be on the table for change if we are to achieve the kind of schools that video is speaking about. The only thing that shouldn't be on the table, and that the video actually hints that it should be, is the need for teachers in their day to day lives-- the adults who can make a deep profound impact in kids' lives.
  • ...3 more annotations...
  • Because nowhere in that talk
  • "If we just change it all up, the kids will all suddenly just start learning like crazy" when that misses several points -- 1) we still have an insanely anti-intellectual culture that is so much more powerful than schools. 2) Deep learning is still hard, and our culture is moving away from valuing things that are hard to do. 3) We still need teachers to teach kids thoughtfulness, wisdom, care, compassion, and there's an anti-teacher rhetoric that, to me, undermines that video's message.
  • We cannot pretend these ideas "save" our schools, they create different schools -- better ones, I believe -- but very, very different ones, and that's the piece I see missing.
  • Dave Truss on 18 May 08
     
    I remain very, very concerned with the notion that all we have to do is let the kids connect with the world.... There's a fallacy there, and my experience with how much really deep teaching of digital ethics we've had to do at SLA to counter all that the kids come in the door thinking about the digital world.
Missi Baker

American Association of School Administrators - Publications - The School Administrator... - 1 views

www.aasa.org/...saarticledetail.cfm

shared by Missi Baker on 08 May 08 - Cached
  • In this environment, school district leaders have a critical choice to make: Will their schools pro-actively model and teach the safe and appropriate use of these digital tools or will they reactively block them out and leave students and families to fend for themselves? Unfortunately, many schools are choosing to do the latter. As a technology advocate, I can think of no better way to highlight organizational unimportance than to block out the tools that are transforming the rest of society. Schools whose default stance is to prohibit rather than enable might as well plant a sign in front of their buildings that says, “Irrelevant to children’s futures.”
    • Missi Baker
      Missi Baker on 08 May 08
       
      Pointed but right on target
John Evans

"If We Didn't Have Today's Schools, Would We Create Today's Schools?" - 0 views

www.citejournal.org/...article1.htm

article2read education educational_reform educational_technology

shared by John Evans on 15 May 09 - Cached
    • Sharon Elin
      Sharon Elin on 15 May 09
       
      This analogy of equipping sailing vessels with steam engines works well as an illustration of technology being plugged into traditional classrooms.
  • We need to get the teacher into the game. The teacher needs to get in there and be part of the learning process, actively engaged in solving the problem with the students and learning with the students—not teaching but modeling learning with the students by functioning as an expert learner solving problems and constructing new knowledge with the students.
    • John Evans
      John Evans on 15 May 09
       
      Totally agree with this. Teachers MUST be learning along with their students to continue to expand their professional repetoires.
  • modeling the learning process
  • ...4 more annotations...
  • we will get the same result if we introduce modern learning technologies in our schools but do not prepare teachers to work in this new learning environment.   If we want to take advantage of these new technologies and the billions we are investing in equipment for our schools, we have to prepare teachers very differently than we have in the past. We have to change our own model of teaching and instruction in higher education.
  • Any organization that adopts a new technology without significant organizational change is doomed to failure. You have to change the organization. You cannot just add the technology. You have to actively work on changing the roles of the teachers, the roles of the students, the roles of the parents, and the roles of the administrators, and start to work toward building new relationships and new structures
  • Trying to introduce new technologies into schools without these changes would be similar to efforts in the sailing industry during the 1800s, when steam engines were installed in wooden sailing ships.
  • We will not get out of our wooden ship schools until we use communication technologies for two-way interactivity that allows us to collaboratively construct the learning experience and new knowledge.
  • Sharon Elin on 15 May 09
     
    CITE Journal Article
  • John Evans on 15 May 09
     
    CITE Journal Article
Henry Thiele

U.S. Department of Education Releases new Report on Use of Data Systems to Support Reform - 5 views

www2.ed.gov/...01272010.html

Data report accountability racetothetop reform

shared by Henry Thiele on 28 Jan 10 - Cached
  • Henry Thiele on 28 Jan 10
     
    systems and are starting to use that valuable data to change classroom practice and improve student achievement, according to a new report released by the U.S. Department of Education. But school leaders are still searching for the best models to mine the data to discover the best instructional methods for students, the report says. "Data should be part of a feedback loop used to drive improvement at every level of the education system. This study helps us understand the kinds of data that need to be available for teachers and school leaders if they're going to use data to improve their practice," said Carmel Martin, assistant secretary for the Office of Planning, Evaluation and Policy Development. In "Use of Education Data at the Local Level: From Accountability to Instructional Improvement," researchers surveyed officials from 529 districts, conducted in-depth site visits to 36 schools in 12 districts leading the way in data usage, and analyzed secondary data from a survey of over 6,000 teachers to obtain a national picture of current data use practices at the local-level.
Paul McKenzie

The Committed Sardine - blog - 10 views

committedsardine.com/blogpost.cfm

PD collaboration 21C

shared by Paul McKenzie on 24 Nov 09 - Cached
  • Paul McKenzie on 24 Nov 09
     
    A great post by Ian Jukes. The writing is certainly on the wall for the "bring in the expert and sit up straight" style of professional development. I've been wondering for years why schools don't pool their collective expertise to create a culture of learning in their schools. Some of the "experts" that are brought in don't even have the practical or even theoretical expertise of residing staff members. This year a visiting professional told me, "When it comes to schools, there are never any prophets in your own backyard." The zeitgeist is certainly suggesting we need a change.
milesmorales

What You Have To Know About Homeschooling - 2 views

Homeschooling can be a good way for your children to learn, but if they don't have a good teacher, then your homeschooling efforts will be worthless. A good teacher is one of the most important asp...

started by milesmorales on 14 Aug 14 no follow-up yet
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