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Sherilyn Crawford

The Blur Between Leading and Teaching - 0 views

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education learning classroom teaching leadership

shared by Sherilyn Crawford on 10 Oct 11 - No Cached
  • Anything that we do with technology has to be focused on learning first.
  • We need to always focus on “why” we are doing something before we focus on what and how.  We also need to clearly be able to articulate that to those we work with.
  • Any plans that we create must help to build capacity within schools so that all stakeholders benefit.
  • ...6 more annotations...
  • I saw a distinct parallel between the characteristics of great teaching and great leadership.
  • Give trust, gain trust. As soon as you show that you trust people to do great things, they are more likely to do them.
  • Provide some clear goals and objectives to the work you are doing.  With those in mind, ensure there is flexibility in the way people achieve those goals.
  • Let people build and share their strengths and interests.
  • We can learn much more from a group than we ever could from only one.  Do your best to bring people together and empower them to be leaders.
  • If you look at the list above, there should be no distinction between what falls under leadership or teaching; they clearly work in both areas.
  • Sherilyn Crawford on 10 Oct 11
     
    Very nicely worded blog post about teaching and leadership and how they are interconnected.
Sherilyn Crawford

On Assignment: Is a single-minded focus on testing the best way to teach children? - Sa... - 0 views

www.mercurynews.com/...ci_19460788

education learning edreform teaching testing

shared by Sherilyn Crawford on 05 Dec 11 - No Cached
  • Sherilyn Crawford on 05 Dec 11
     
    This article challenges teachers to stop "teaching to the test" and to grow student as learners and build relationships with them.
jeffery heil

Coaching a Surgeon: What Makes Top Performers Better? : The New Yorker - 0 views

www.newyorker.com/...111003fa_fact_gawande

coaching education learning teachers pedagogy teaching

shared by jeffery heil on 10 Oct 11 - No Cached
  • For my specialized cases, I’ve come to know most of the serious difficulties that could arise, and have worked out solution
  • For the others, I’ve gained confidence in my ability to handle a wide range of situations, and to improvise when necessary.
  • What we think of as coaching was, sports historians say, a distinctly American development
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  • Coaches are not teachers, but they teach.
  • Mainly, they observe, they judge, and they guide.
  • Coaches are like editors, another slippery invention.
  • The coaching model is different from the traditional conception of pedagogy, where there’s a presumption that, after a certain point, the student no longer needs instruction
  • Doctors understand expertise in the same way.
  • We have to keep developing our capabilities and avoid falling behind.
  • Expertise is thought to be not a static condition but one that doctors must build and sustain for themselves.
  • Coaching in pro sports proceeds from a starkly different premise: it considers the teaching model naïve about our human capacity for self-perfection.
  • “My wife always says that I don’t really know how I play,” he told me. “She is an extra ear.”
  • The professional singers I spoke to describe their coaches in nearly identical terms. “We refer to them as our ‘outside ears,’ ” the great soprano Renée Fleming told me.
  • Élite performers, researchers say, must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires.
  • So outside ears, and eyes, are important for concert-calibre musicians and Olympic-level athletes
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
  • Policymakers have pushed mostly carrot-and-stick remedies: firing underperforming teachers, giving merit pay to high performers, penalizing schools with poor student test scores.
  • alifornia researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools,
  • Workshops led teachers to use new skills in the classroom only ten per cent of the time.
  • But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent.
  • Coached teachers were more effective, and their students did better on tests.
  • One thing that seems clear, though, is that not all coaches are effective
  • Researchers from the University of Virginia found that many teachers see no need for coaching.
  • Novice teachers often struggle with the basic behavioral issues.
  • Good coaches know how to break down performance into its critical individual components
  • It holds that, no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • She told me that she had begun to burn out. “I felt really isolated, too,” she said.
  • The coaching has definitely changed how satisfying teaching is,” she said.
  • Yet the stranger thing, it occurred to me, was that no senior colleague had come to observe me in the eight years since I’d established my surgical practice
  • I’d had no outside ears and eyes.
  • Since I have taken on a coach, my complication rate has gone down.
  • Coaching has become a fad in recent years. There are leadership coaches, executive coaches, life coaches, and college-application coaches
  • The sort of coaching that fosters effective innovation and judgment, not merely the replication of technique, may not be so easy to cultivate
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • But the capabilities of doctors matter every bit as much as the technology.
  • What ultimately makes the difference is how well people use technology.
  • We have devoted disastrously little attention to fostering those abilities.
  • The prospect of coaching forces awkward questions about how we regard failure
  • But I had let Osteen see my judgment fail; I’d let him see that I may not be who I want to be.
  • Your performance is not determined by where you stand or where your elbow goes. It’s determined by where you decide to stand, where you decide to put your elbow.
  • “Most surgery is done in your head,”
  • we may not be ready to accept—or pay for—a cadre of people who identify the flaws in the professionals upon whom we rely
  • Coaching done well may be the most effective intervention designed for human performance
Christina Andrade

Language Castle Blog » Blog Archive » Have You Seen "Driveby Teaching"? It's ... - 0 views

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english education teaching

shared by Christina Andrade on 18 Oct 11 - No Cached
  • “Driveby teaching” happens when teachers talk while moving around the room without taking the time to see that the children make the right connections with the words being used.
Sherilyn Crawford

TechLearning: 25 ways to teach with Twitter by Sonja Cole - 0 views

www.techlearning.com/...46075

education learning classroom technology teaching twitter

shared by Sherilyn Crawford on 10 Oct 11 - No Cached
  • Sherilyn Crawford on 10 Oct 11
     
    This article gives 25 ways to use twitter as an educator (including the sharing of resources) and even gives sample tweets.
jeffery heil

The Missing Link in School Reform (August 16, 2011) | Stanford Social Innovation Review - 1 views

www.ssireview.org/..._missing_link_in_school_reform

edreform collaboration Education reform school socialcapital

shared by jeffery heil on 12 Nov 11 - No Cached
  • In Waiting for Superman
  • Three in 10 public school students fail to finish high school
  • Graduation rates for students in some minority groups are especially dismal, with just over half of Hispanics (55.5 percent) and African Americans (53.7 percent) graduating with their class.1
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  • only 26 percent of US high school students are proficient in math.
  • The accountability models increasingly in fashion find their roots in the discipline of economics rather than education, and they are exemplified in the value-added metrics now gathered by large urban school districts
  • Value-added modeling is one example of a larger approach to improving public schools that is aimed at enhancing what economists label “human capital”—factors such as teacher experience, subject knowledge, and pedagogical skills.
  • enhancing teacher human capital should not be the sole or even primary focus of school reform
  • if students are to show measurable and sustained improvement, schools must also foster what sociologists label “social capital”—the patterns of interactions among teachers.4
  • In addition to targeting teacher human capital, many believe that a key to improving public schools lies in bringing in people outside the school, or even the school district, to solve problems
  • A natural extension of the belief in the power of outsiders is the notion that teacher tenure is the enemy of effective public education.
  • In many reform efforts, the principal is cast as the “instructional leader” who is responsible for developing and managing pedagogical practice.
  • These three beliefs—in the power of teacher human capital, the value of outsiders, and the centrality of the principal in instructional practice—form the implicit or explicit core of many reform efforts today
  • Unfortunately, all three beliefs are rooted more in conventional wisdom and political sloganeering than in strong empirical research.
  • results provide much support for the centrality of social capital—the relationships among teachers—for improving public schools.
  • our findings strongly suggest that in trying to improve public schools we are overselling the role of human capital and innovation from the top, while greatly undervaluing the benefits of social capital and stability at the bottom.
  • teacher tenure can have significant positive effects on student achievement.
  • In the context of schools, human capital is a teacher’s cumulative abilities, knowledge, and skills developed through formal education and on-the-job experience.
  • several studies conducted largely by economists have shown little relationship between a teacher’s accumulation of formal education and actual student learning
  • Social capital, by comparison, is not a characteristic of the individual teacher but instead resides in the relationships among teachers.
  • ideology of school reform
  • When a teacher needs information or advice about how to do her job more effectively, she goes to other teachers.
  • when the relationships among teachers in a school are characterized by high trust and frequent interaction—that is, when social capital is strong—student achievement scores improve.
  • Teachers were almost twice as likely to turn to their peers as to the experts designated by the school district, and four times more likely to seek advice from one another than from the principal.
  • We found that the students of high-ability teachers outperformed those of low-ability teachers, as proponents of human capital approaches to school improvement would predict.
  • Students whose teachers were more able (high human capital) and also had stronger ties with their peers (strong social capital) showed the highest gains in math achievement.
  • Conversely, students of teachers with lower teaching ability (low human capital) and weaker ties with their peers (weak social capital) showed the lowest achievement gains
  • even low-ability teachers can perform as well as teachers of average ability if they have strong social capital
  • According to Ms. Rhee, “cooperation, collaboration, and consensus building are way overrated.”7
  • When teacher turnover resulted in high losses of either human or social capital, student achievement declined. But when turnover resulted in high losses of both human and social capital, students were particularly disadvantaged.
  • A social capital perspective would answer the same question by looking not just at what a teacher knows, but also where she gets that knowledge
  • But it is this latter class of activities—which can be conceived of as building external social capital—that made the difference both for teachers and for students.
  • When principals spent more time building external social capital, the quality of instruction in the school was higher and students’ scores on standardized tests in both reading and math were higher.
  • The more effective principals were those who defined their roles as facilitators of teacher success rather than instructional leaders.
  • the current focus on building teacher human capital—and the paper credentials often associated with it—will not yield the qualified teaching staff so desperately needed in urban districts.
  • olicymakers must also invest in measures that enhance collaboration and information sharing among teachers.
  • there is not enough emphasis on the value of teacher stability
  • We found direct, positive relationships between student achievement gains in mathematics and teacher tenure at grade level and teacher social capital.
  • principals who spent more of their time on collaborating with people and organizations outside the school delivered gains to teachers and students alike.
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