By Mr Douglas B Reeves PH.D.
Explains tips on how to rework responsibility from harmful and demoralizing accounting drills right into a confident decision-making approach that improves instructing, studying, and management. Encourages educators to turn into proactive in constructing student-centered responsibility structures. those platforms catch the various features of educating that try rankings don?t reveal-they inform the tales in the back of the numbers. exhibits how educators can create responsibility platforms that increase instructor motivation and result in major advancements in scholar success and fairness, even in commonly low-performing faculties. Explains how you can construct a student-centered responsibility process via reading key signs in educating, management, curriculum, and mother or father and group involvement. targeting the study room, it outlines how lecturers can develop into leaders in responsibility through the use of a four-step technique of remark, mirrored image, synthesis, and replication of potent instructing practices. ultimately, the writer discusses the position of neighborhood, nation, and federal policymakers and corrects the myths linked to No baby Left at the back of.
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Extra resources for Accountability for learning: how teachers and school leaders can take charge
Discussion Questions: Richardson High School Case Study 1. Think of educators and administrators you know who share the personal characteristics of the professionals in this case study. Identify some real-life examples of Dr. Malone, Ms. Akins, and Dr. Jackson. 2. Consider how your school deals with underachieving students. Think of both the timing and the content of the interventions that are typically used. How are those interventions similar to or different from the strategies employed at Richardson High School?
They’re cynical, recalcitrant, set in their ways, and have a thousand ways of undermining any reform. Besides, they’ve seen it all before and can outlast any superintendent or principal with new ideas. The interesting thing about Richardson High School is the distinct absence of “new ideas,” unless one regards fundamental notions of academic excellence, human compassion, and a moral commitment to equity as inventions of the 21st century. As was the case in the first two case studies, the leadership was shared among administrators and teachers, with teachers taking a strong lead not only in the accountability for student learning but in the sharing of information with colleagues for the continuous improvement of instruction.
Skinner says, “We don’t have 100 percent of our students represented on the Wall yet, but that’s my goal. Every 6th grade student who enters this school should find at least one area where they can shine, where their work is truly 34 ACCOUNTABILITY FOR LEARNING exemplary. Some of the work you see went through seven or eight drafts. It was excruciating. But we knew that if we put poor work on the Wall of Fame, it would destroy everything we are trying to build. So it takes some kids longer and takes other kids multiple attempts, but I’m not going to rest until every student and every teacher has work represented on the Wall.
Accountability for learning: how teachers and school leaders can take charge by Mr Douglas B Reeves PH.D.