The role of an individual teacher in a school is like a player on a football team: all teachers are vital, but the culture of the school is even more important for the quality of the school
What if Finland's great teachers taught in U.S. schools? - 0 views
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If a teacher was the most important single factor in improving quality of education, then the power of a school would indeed be stronger than children’s family background or peer influences in explaining student achievement in school.
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Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality.
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Chase the Right Goals | Practical Theory - 0 views
Are You Ready for Common Core Math? | District Administration Magazine - 0 views
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Sovde, a former mathematics teacher and principal in the Bellevue (Wash.) Public Schools, says one of the tests PARCC is developing is a diagnostic assessment for the start of the year. He declares about the optional test, “If I were a district administrator, I would be jumping all over it, because it’s going to give you a good handle right up front about where your kids are.” All the new assessments will measure the abilities of students to solve problems, think conceptually, reason mathematically, and demonstrate more skills than rote memorization. “That’s going to be a shift, a different way of doing business,” says Sovde. The final, end-of-year summative assessment will require students to use computers or handheld devices to solve problems or think about mathematical issues. “It won’t be just a paper-and-pencil test put on a screen,” Sovde explains.
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SBAC will ask students tailored questions based on their previous answers. It will continue to use one end-of-year test for accountability purposes but will create a series of interim tests to inform students, parents and teachers about whether students are on track.
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more deeply than assessments do now into what students are learning in math and how they are learning it. “I think we’ll see some questions that apply to real-world settings, and I wouldn’t be surprised if students have to describe in writing how they got an answer rather than just filling in a blank with it
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Florida's Class Size Amendment: Did it help students learn? : Education Next - 0 views
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He found no detectable benefit from mandated class size reduction–either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage. In Chingos’s words, “the study strongly suggests that monies restricted for the purpose of funding class-size reduction mandates are not a productive use of limited educational resources.”
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