Group items tagged

"For all of the books (thousands) written on leadership, individuals (millions) who have participated in leadership seminars and dollars (billions) invested in leadership development, too many leadership experts still fail to distinguish between the practice of leadership and the exercise of bureaucratic power. "

"We put together an infographic that describes some leadership qualities that can be developed and put in your own "skills" filing cabinet."

"Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher's perspective, or from each other's. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix "A Continuum of Systemic Change" defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change."

" it's not just how much students read that matters, but also what they read. In particular, students need to read and comprehend informational texts as often-and as fluently-as they do narrative texts." "we should ask what the research says about the benefits of reading nonfiction. Is it really worth tearing kids away from The Hunger Games, the Harry Potter books, or Diary of a Wimpy Kid? After all, with multimedia consuming so much of students' time, shouldn't we be happy they're reading at all?"

"if responding personally to text isn't leading students to deeper understanding, then where should teachers turn to help students improve their comprehension? We should turn to the text itself. Enter close reading."

Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.