When a school needs to improve, school leaders can approach it one of two ways—tell your staff what to do and how to do it, or work together to figure out what to do and how to do it. Because the direction you take will shape the success of your improvement efforts, it’s crucial to choose the approach that’s best for your school’s needs and will help reach your long-term achievement goals.
Category Archives: Everyday Innovation
STEM is a hot education initiative these days, with numerous schools investing energy and resources to create more, and more robust, learning experiences for students in science, technology, engineering, and math, all with a goal of boosting student interest and readiness for post-secondary STEM education and careers. Yet despite the investment and focus, research studies show that many of these efforts fall flat, producing few, if any, gains in student achievement and interest.
Mobile technologies are an integral part of our daily lives. Where is the closest gas station? Ask Siri. Which toaster is best for my needs? Check customer reviews on Amazon.com. Going out to dinner with friends? Ask Yelp for a good restaurant within five miles of your house, make reservations on OpenTable, and forward the reservation to your friends, complete with driving directions. Mobile technologies have made our lives easier and are transforming the way we work and get things done. It isn’t about the device, but what the devices allow us to do. How can we translate this savvy use of technology into classroom learning experiences?
For most occupations, routine continuing education is necessary to keep current with new and changing policies, procedures, and technologies and is critical to job expertise and career advancement. Why is it, then, that educators too often view professional development (PD) opportunities with a touch of dread and angst?
How does student work inform instruction? I read Katrina Schwartz’s MindShift blog post, “How Looking at Student Work Keeps Teachers and Kids on Track,” and immediately found connections to McREL’s Institute of Education Sciences (IES) study of a formative assessment model for middle school math, now completing its third year. Not only does Ms. Schwartz highlight the use of student work as a method for improving student learning and teacher practice—a cornerstone of our study—but she also relates this to mathematics.
Out of curiosity, I recently asked 60 teachers attending a conference session on formative assessment to explain the difference between “summative” and “formative” assessment. To my surprise, the first volunteer described formative assessment as “the formal assessments we give kids to find out what they really know.” Other participant responses varied, from descriptions of in-class observations to a general understanding that any assignment a teacher uses to measure progress are all formative assessments—including online tests administered quarterly by the school district to gather program data.
Meaningful careers. Financial stability. Happiness. That’s what we all want for the future of our students, right? This might feel like an abstract, far-off concept when working with elementary school students. However, the foundation built during these formative years is exactly what supports achieving those goals. How do we cultivate the curiosity, tenacity, and student empowerment to help our students realize that future? Think: Science… Technology… Engineering… Math.
Given all of the recent media attention on domestic violence and child maltreatment, from Ray Rice to Adrian Peterson and a recent National Public Radio story about a former abuser, the question lingers: how do we teach children about healthy relationships when they grow up with unhealthy models? Healthy relationship education largely resides in nontraditional education settings—part of 4-H and other community-based character development programs. Yet, it is something all youth should learn. Traditional education settings—schools—can give much wider exposure to this important facet of education.
Many factors can dramatically affect a school’s population in a short period of time. Maybe a new industry moves into town. Maybe a new school opens or an old school closes. Maybe school or district boundaries are redrawn.
Regardless of the causes, new student demographics bring both challenges and opportunities, and school faculty must decide how to respond. The experience may be both rewarding and disorienting. As faculty work to improve student outcomes, they may ask, “How do we adapt?”
Homework is, once again, in the hot seat. A recent Education Week blog post described a new homework policy in an elementary school in Quebec that is giving its students a year off from homework. Just last year, NJ.com reported that French President Francois Hollande proposed eliminating homework in all French elementary and junior high schools. And, according to the NY Daily News, Townsend Harris High School, a high performing school in Queens, has mandated no homework nights. What does the research tell us about homework and what are the implications for schools?