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.
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.
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?