“How can we implement MTSS/RtI when we have an upside-down triangle?” I hear this refrain from schools across the U.S. that do not have the perfectly distributed groups of students…The unfortunate reality in many schools is that far less than 80 percent of students are mastering academic standards through tier 1 instruction alone. Given this predicament, how can school leaders tackle RtI implementation?
When it comes to asking questions in the classroom, the most important voice may be the one that you don’t hear. As McREL President and CEO Bryan Goodwin writes in the September issue of Educational Leadership, while we know teacher questioning is key to student learning, research suggests what matters more are the questions that students ask themselves.
Self-questioning, Goodwin explains, is something effective learners do naturally. For example, say you’re watching a science program on TV and you hear an astronomer explain that much of the starlight in the night sky comes from stars that may no longer exist. A little voice in your head might say, Wait, I don’t get that as you reach for the remote and rewind the program to listen again.
A new report on a two-year study conducted by TNTP on the effectiveness of professional development (PD) for teachers suggests that much of the available PD is ineffective in helping teachers improve, and that vast resources are being spent on programs that don’t stick. Our experience in working with districts and regional/state agencies has been that some PD works, and some doesn’t.
At one point or another, most educators find themselves in a school improvement effort that gets “stuck.” Frustratingly, this often happens after some initial success—and then, improvements reach a plateau or even slide backwards. In an article in the June online edition of Educational Leadership, McREL’s Bryan Goodwin looks at why this happens and what schools can do to get back on track.
When you think about the teachers that made a difference in your life, do you wonder why they made such an impression on you? Was it because they taught you clever strategies for comma usage, or posted the learning objectives and referred to them often? Perhaps, it was the way they kept everyone quiet during tests. Sound improbable? More likely, you remember how they respected and valued what you had to say, or that they cared about you as a person. You might also recall how passionate and excited they were to teach their favorite subjects. As a teacher, it’s important for you to consider the type of personality and energy you bring to the classroom each day.
As you start reading this, stop and take note—how far away is your smartphone? When did you last check it? Did you check it just now? You’re not alone. In just a few short years, many of us have become addicted to our mobile devices. They’re nearly always within arm’s reach, and many of us cannot help ourselves from checking them (or fixating on them) regularly, no matter where we are, what we’re doing, or who we’re with.
When it comes to communication, teachers are like everyone else: When they listen to or interact with their leader, they want to feel inspired. Many school leaders are good at inspiring an audience with articulate, rousing speeches, but research shows that what’s more important are the small, everyday interactions that are driven less by rhetorical talent and more by emotional intelligence.
In his latest Research Says column for Educational Leadership, McREL President and CEO Bryan Goodwin sheds light on the psychological phenomenon known as “stereotype threat,” its effects on learning, and how schools can help their students overcome it. Stereotype threat, he explains, refers to situations in which people feel at risk of confirming negative stereotypes about their race, gender, or social group. In the classroom, especially as students get older and begin internalizing negative messages about stereotypes and developing their personal identities, this subtle but powerful phenomenon has a tangible effect on achievement.
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.
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.