In 1999, I embarked on my first year of teaching, eagerly anticipating leading my own classroom and filled with much hope, promise, and possibility. However, as my initial year unfolded, it turned out to be a no good, terrible, very bad year (so disappointing that I even wrote an editorial about it for the Denver Post). I consider myself a very positive person—a team player—so this experience was as much a surprise to me as anyone else. What changed my hope to despair and, eventually, my profession from teacher to education consultant?
Category Archives: School Improvement
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.
Educators face many challenges each day—large and small—that when addressed effectively have the ability to inspire better teaching, leading, and learning. Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?
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?
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.
Successful school systems understand the need to attract, select, develop, and retain the right leaders. In a 2004 study for the Wallace Foundation, Kenneth Leithwood and the study’s authors found that effective leadership is second only to good teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance. A later report from McKinsey & Company further emphasized that school improvement requires a strong pedagogy, supported by collaborative practices and leadership continuity.
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?”
Do American students view struggling in areas such as mathematics and science to be synonymous with failure? Research on American and Asian students suggests so.
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?
In our study we were less interested in what superintendents bring to the job (personal characteristics such as gender, age, or ethnicity) than what they do on the job (leadership behaviors). We wanted to learn if the effect of superintendent leadership is positive, negative, or non-existent. We also wanted to learn which leadership behaviors/practices of superintendents, if any, had the largest effects on achievement. We discovered positive relationships between key, specific practices of superintendents—and, perhaps more importantly, their leadership teams—and higher average measures of district-level achievement.