Great coaches ask young athletes to go to "great heights" to challenge themselves. They take care to prepare the athlete for each stage of development, but they cannot eradicate risk because it's inseparable from growth. They can, however, intervene to ensure that the risk isn't so great that it outweighs the reward of accomplishment
History Engine: Tools for Collaborative Education and Research | Home - 1 views
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"The History Engine is an educational tool that gives students the opportunity to learn history by doing the work-researching, writing, and publishing-of a historian. The result is an ever-growing collection of historical articles or "episodes" that paints a wide-ranging portrait of life in the United States throughout its history and that is available to scholars, teachers, and the general public in our online database."
Educational Leadership:Coaching: The New Leadership Skill:Every Teacher a Coach - 0 views
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The best coaches encourage young people to work hard, keep going when it would be easier to stop, risk making potentially painful errors, try again when they stumble, and learn to love the sport. Not a bad analogy for a dynamic classroom.
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passionate about their sport and understand it deeply
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What if Finland's great teachers taught in U.S. schools? - 0 views
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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
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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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The Five Dimensions of Learning-Agile Leaders - Forbes - 0 views
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At the same time, we need to have the confidence to make decisions on the spot, even in the absence of compelling, complete data. The qualities needed at the top—openness, authentic listening, adaptability—also indicate that leaders need to be comfortable with and able to embrace the “grayness” that comes from other people’s ideas or situations that arise.
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Learning Agility is a reliable indicator of leadership potential because learning agile people “excel at absorbing information from their experience and then extrapolating from those to navigate unfamiliar situations.
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In short, Learning Agility is the ability to learn, adapt, and apply ourselves in constantly morphing conditions.
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Herff Jones | Nystrom - 0 views
Poll: Most Americans oppose key tenets of modern school reform - The Washington Post - 0 views
Education Week: Measuring Teaching Effectiveness - 0 views
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ects to identify valid indicators of excellent teaching. These projects are examining the technical quality of several existing assessment instruments, and piloting early versions of new tools, from classroom evaluation tools, to pedagogical content-knowledge tests, to surveys of student perceptions. The data gathered on these tools will be compared with evidence of student outcomes, and combinations of measures will be simulated to determine which “multiple measures” might work best.
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ruments themselves or the means of collecting evidence. The quality must pervade how the measures are implemented, not just what measures are implemented.
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ns that classroom observation will require a substantial effort to provide adequate training for those who will evaluate, rigorous requirements to show that evaluators are applying scoring criteria consistently, and monitoring or quality-checking of scorers to make sure those judgments stay on track over time and in different classrooms.
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