Group items tagged

Common standards for professional development that are integrated into licensure and certification systems; • Emerging efforts to audit and monitor the quality of professional development; • Mentoring and induction requirements for new teachers, some of which are enforced; • A network and infrastructure that offer support for site-based professional development; and • Stability of resources, even during the economic downturn.

a hybrid teacher role as Data Strategist. I was charged with the task of organizing the various data points that, taken collectively, offer useful clues about student achievement, progress, and deficiency. The data lens could zoom out to a schoolwide perspective that might inform staff development planning, narrow to a classroom or grade-level view offering insight on skills requiring remediation, or focus on a single student being considered for referral to the school psychologist for a learning disability.

There is growing evidence that teacher empowerment as school leaders is linked strongly with teachers' tendency to engage in behaviors that accelerate student growth: soliciting parent involvement, communicating positive expectations, and being willing and able to innovate in the classroom.

In addition to measurable student impact, teachers that lead schools are better equipped to guide their own professional development, share their expertise, and develop explicit and implicit systems of accountability, while experiencing more respectful, trusting, and professional cultures.

The teachers’ goal was to devise recommendations based on teachers’ own experience for what measures districts should consider when evaluating teachers, and how heavily each of those measures should be weighted.

focused on breaking down “the culture of ‘closed doors’”

Under the state’s teacher evaluation deal passed last May, teachers will be given a score on a new 100-point scale, with 40 of those points determined by student achievement data.

“You ought to run some of these businesses and see how good your analysis was.

somebody has talent and good people skills and drive, I think you can stretch them and put them in a job that they’re not quite ready for, so they grow into it.

t’s really about opportunity. I’m taking these lessons in how people treated me as a young professional and use those l

we were meeting with more consistent purpose, usually to discuss the next stage in some strategic priority or professional development objective.

Often, teacher input was solicited in advance to help create the agenda and ensure its usefulness.

Finally, a member of the school office was asked to attend the meetings to take copious notes of the conversation. This allowed for an accurate, detailed meeting summary to be distributed shortly after the staff had met.

http://prezi.com/zrr40qq5i_3m/what-great-principals-do-differently/

“Somewhere in your organization, groups of people are already doing things differently and better. To create lasting change, find areas of positive deviance and fan their flames.”

school staff takes ownership of the quest for change

identifies preexisting solutions (what is working) and amplifies them across the school

A connected educator: Believes in sharing and collaboration Uses technology and its connection to other educators to learn and teach Practices and models lifelong learning, which is often a concept professed to students as a goal of education Uses the tools of technology to personalize his or her professional development Is a relevant educator, willing to explore, question, elaborate, and advance ideas through connections with other educators If not comfortable with new technology, still shows a willingness to explore its use Views failure as part of the process of learning May put creation over content, and relevance over doctrine.

The real commonality of connected educators is their use of technology to collaborate in the pursuit of lifelong learning.