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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.
katynguyen

Professional practice pathway: Assessing learning - 0 views

www.teachingenglish.org.uk/...ice-pathway-assessing-learning

shared by katynguyen on 17 Nov 20 - No Cached
  • katynguyen on 17 Nov 20
     
    How to develop your skills in the professional practice 'Assessing learning'.
J Black

Building the 21st-Century Mind: Scientific American - 0 views

www.sciam.com/article.cfm

education gardner brain 21stcentury learning intelligences 21st-century

shared by J Black on 06 Apr 09 - Cached
  • Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
  • To summarize, they push the mind in three ways: disciplined (depth), synthesizing (breadth) and creative (stretch). There may be some division of labor across individuals, but everyone should have at least some experience with each kind of mind, otherwise we wouldn’t be able to work productively with others.
  • J Black on 06 Apr 09
     
    Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
Michael Wacker

Inquiry-based Lessons Scoring Guide - 1 views

www.emints.org/...researchguide.htm

lessons based inquiry KWL inquirybased

shared by Michael Wacker on 04 Nov 09 - Cached
  • KWL Research Guide Research the following aspects of inquiry-based lessons. Use the information obtained to write the descriptors for a scoring guide designed to assess an inquiry-based lesson.
  • Michael Wacker on 04 Nov 09
     
    Research the following aspects of inquiry-based lessons. Use the information obtained to write the descriptors for a scoring guide designed to assess an inquiry-based lesson.
Michael Ryan

Accomplish Small Financial Troubles With Effortlessness Via Online! - 0 views

is.gd/arz56y

loans with no fee no fee loans online loans no fee loans online fast loans online

shared by Michael Ryan on 05 Dec 16 - No Cached
  • Michael Ryan on 05 Dec 16
     
    Crises are constantly dubious in life of one. To deal with spontaneous costs you can require support anytime of time. Indeed, around then you have terrible credit profile and you are looking after poor/bring down low credit assessments due to skipping of portions, or any kind of low credit score. All you are still welcome to make finance likely through loans with no fee without experiencing any credit check customs. In this way, dependably feel better regardless of being terrible lender.
J Black

President Obama 'has four years to save Earth' | Environment | The Observer - 0 views

www.guardian.co.uk/...jim-hansen-obama

obama climate_change greenhouse_warming

shared by J Black on 20 Jan 09 - Cached
  • J Black on 20 Jan 09
     
    Barack Obama has only four years to save the world. That is the stark assessment of Nasa scientist and leading climate expert Jim Hansen who last week warned only urgent action by the new president could halt the devastating climate change that now threatens Earth. Crucially, that action will have to be taken within Obama's first administration, he added. Soaring carbon emissions are already causing ice-cap melting and threaten to trigger global flooding, widespread species loss and major disruptions of weather patterns in the near future. "We cannot afford to put off change any longer," said Hansen. "We have to get on a new path within this new administration. We have only four years left for Obama to set an example to the rest of the world. America must take the lead.
J Black

Education Sector: Research and Reports: Measuring Skills for the 21st Century - 0 views

www.educationsector.org/...research_show.htm

21stcenturyskills measuring technology

shared by J Black on 13 Feb 09 - Cached
  • J Black on 13 Feb 09
     
    New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century-the ability to think creatively and to evaluate and analyze information-can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. … Read the full report: Measuring Skills for the 21st Century
Donna Hebert

DIFFERENTIATION TOOLBOX - 0 views

people.virginia.edu/diff

differentiation quiz

shared by Donna Hebert on 28 Jun 08 - Cached
  • Donna Hebert on 28 Jun 08
     
    Take a quick quiz to assess your understanding about differentiation.
Donna Hebert

Review of Progress Monitoring Tools - 0 views

www.studentprogress.org/...chart.asp

RTI progress_monitoring

shared by Donna Hebert on 30 Jan 09 - Cached
  • Donna Hebert on 30 Jan 09
     
    This page reviews the effectiveness of reliable, valid and brief progress monitoring assessments.
Michael Ryan

Same Day Cash Loans Acquire The Speedy Fund & Solve Difficulties - 0 views

www.powershow.com/...me_powerpoint_ppt_presentation

same day cash loans loans with no fee no credit check loans no fee loans payday loans

shared by Michael Ryan on 28 Dec 16 - No Cached
  • Michael Ryan on 28 Dec 16
     
    There is the nearness of the online financial services that gets the candidates a considerable measure of alternatives. The borrowers can make a decent pursuit of the reasonable bank, who does not have any worry with the negative financial assessments of the customers. Such borrowers can take the assistance of no credit check payday loans that offer the store inside a day.
J Black

Top News - Tech giants vow to change global assessments - 0 views

www.eschoolnews.com/...index.cfm

globalization 21stcenturyskills

shared by J Black on 21 Jan 09 - Cached
  • J Black on 21 Jan 09
     
    Based on extensive research, Cisco, Microsoft, and Intel concluded that most education systems have not kept pace with the dramatic changes in the economy and the skill sets that are required for students to succeed. These skills include the ability to think critically and creatively, to work cooperatively, and to adapt to the evolving use of information and communications technology (ICT) in business and society.
Donna Hebert

More About Personality Type - Books and Articles - 0 views

www.myersbriggs.org/...index.asp

assessment gt social_emotional

shared by Donna Hebert on 23 Aug 08 - Cached
  • Donna Hebert on 23 Aug 08
     
    Informational readings about understanding personality types can be used to understand the social-emotional needs of students.
Michael Wacker

Untitled Document - 1 views

www.bjpconsulting.com/spectrum.html

learning technology EdTech document Assessment grapplings_tech_spectrum

shared by Michael Wacker on 04 Nov 09 - Cached
  • Literacy Uses: Student uses are described as technology stories Adaptive Uses: Learning is telling the same stories with new tools Transforming Uses: Learning is creating new stories with new tools
  • Michael Wacker on 04 Nov 09
     
    Literacy Uses: Student uses are described as technology stories Adaptive Uses: Learning is telling the same stories with new tools Transforming Uses: Learning is creating new stories with new tools Schools will be able to increase their visible impact with technology by intentionally focusing their equipment and staff development resources on the combination of literacy, integrating and evolving uses that works best for their students. View a sample mapping of learning uses in schools comparing their actual (present) and preferred (vision) uses across the three categories identified in theTechnology and Learning Spectrum chart.
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