Download Accountability for learning: how teachers and school leaders by Mr Douglas B Reeves PH.D. PDF

By Mr Douglas B Reeves PH.D.

Explains the way to rework responsibility from damaging and demoralizing accounting drills right into a confident decision-making procedure that improves educating, studying, and management. Encourages educators to turn into proactive in constructing student-centered responsibility structures. those structures seize the various features of educating that try out ratings don?t reveal-they inform the tales in the back of the numbers. indicates how educators can create responsibility platforms that improve instructor motivation and result in major advancements in pupil fulfillment and fairness, even in often low-performing colleges. Explains easy methods to construct a student-centered responsibility process via interpreting key signs in instructing, management, curriculum, and mother or father and group involvement. concentrating on the study room, it outlines how lecturers can turn into leaders in responsibility by utilizing a four-step strategy of statement, mirrored image, synthesis, and replication of powerful educating practices. eventually, the writer discusses the position of neighborhood, nation, and federal policymakers and corrects the myths linked to No baby Left at the back of.

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Sample text

It is also true that many 46 Teacher Empowerment 47 other factors, including attendance, parental involvement, student motivation, and building-level leadership also have an effect. My graduate students in statistics learn perhaps only a couple of worthwhile lessons in my class, but they are important lessons. ” That is, every effect probably has multiple causes. This is surely the case when the effect to be examined is student achievement. ” It would be convenient and comfortable to stop the analysis with a consideration of test scores, but the teaching profession must come to grips with its own role in perpetuating the mythical association of high test scores and good teaching.

But the scores don’t help us understand the how and why of learning if we don’t talk about professional practices. In fact, our scores have improved for four consecutive years. We now outscore schools that have only half the percentage of free and reduced lunch students that we have. ” Before Ms. Skinner can answer, Ms. Goldberg is back. She answers as she walks by. “We hate it. Or at least we used to. Hey, we were getting hammered by the newspaper, by the board, by the public—our scores were out there anyway.

Everybody knows that Mrs. Gunzleman can be a little rough around the edges, particularly when she wants to know something. But there is something striking about a veteran of her status asking a third-year teacher about techniques for improving student achievement. This is a conversation that would never have begun without the data wall. “Actually, I didn’t do it at all,” Ms. Schneider responds. “The year before last we had a terrible problem with this part of the state test, and I was feeling totally overwhelmed and a little embarrassed.

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