Recently, I’ve had some enlightening discussions with colleagues about the concept of an inside out approach to school improvement. Many of the meaningful exchanges in these conversations have centered on opportunities to learn from bright spots within our schools and districts. Often in school improvement planning, we limit ourselves to discussing challenges, ignoring the bright spots. By doing this, we’re missing a great opportunity to expand and replicate the greatest aspects of our schools, our existing strengths.
Category Archives: School Improvement
One of the perks of my job is working with dedicated teachers in schools across the nation. Lately, I’ve been asking questions and collecting data from teachers at all levels on their instructional needs and concerns. An overwhelming number of educators have shared with me both their good thinking about, and their challenges with, keeping students more engaged in their learning. Specifically, I’ve heard teachers say, “I need ways to help motivate students who have lost faith in themselves,” and, “How can I help students want to come to school and stay engaged in what is going on in class?”
Despite years of trying various approaches to reduce the achievement gap between English language learners (ELLs) and their non-ELL peers, the gap has remained virtually unchanged since the late 1990s. Why? Bryan Goodwin and Heather Hein examine this question—and what can be done about it—in the February Research Says column for Educational Leadership magazine.
The vast array of intervention programs is staggering, and sifting through the options to determine which will be most successful can be overwhelming. School and district leaders often feel paralyzed by the intricacies of selecting and implementing interventions in their settings as they contemplate myriad options.
A recent report from TNTP (formerly the New Teacher Project) examined the professional growth of 10,000 teachers to try to determine what distinguishes the “improvers” from the “non-improvers” and found—perhaps not surprising to some of you—that most of the professional development (PD) teachers receive does little to improve the quality of instruction.
Collecting and sharing data is critical for schools and districts to pinpoint problems and craft solutions, but data alone doesn’t guarantee improvement. A number of factors affect data use—including getting data in time to make necessary changes, the skills of those analyzing the data, and, perhaps most importantly, the mindsets of those expected to act on the data.
Kids come to school with all kinds of emotions—and the school environment can supercharge those emotions, whether they are positive or negative. To head off negative behaviors and instead foster optimism and self-determination, more and more schools are incorporating mindfulness practices and programs into their already-full school days.
If your state is anything like Colorado, Florida, or Michigan, an educational revolution is occurring—or perhaps it would be more apt to say, an evolution is occurring—with districts making the shift from using Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS), to using Multi-Tiered System of Supports (MTSS).
“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?
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.