Teaching grammar without practicing or using it in context is too abstract a method for ELLs. Instead, use reading selections to highlight and practice correct English grammar.
Rick DuFour and Mike Mattos Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities.
Principals are in a paradoxical position. No Child Left Behind admonished educators to use "scientific, research-based strategies" to ensure that all students learn. Likewise, Race to the Top requires educators to use "research-based" school improvement models. Unfortunately, the core strategies of both of these reform initiatives largely ignore this call for practices grounded in research.
Principals are being asked to improve student learning by implementing mandated reforms that have consistently proven ineffective in raising student achievement. The current emphasis on using more intensive supervision and evaluation of teachers to improve school performance illustrates this irony.
According to Race to the Top guidelines, this more rigorous supervision process should influence a teacher's professional development, compensation, promotion, retention, tenure, and certification.
Ultimately, the evaluations should reward highly effective educators with merit pay and remove those deemed ineffective. Faulty Logic At first glance, this approach to improving schools seems to make sense. After all, research does say that teacher quality is one of the most significant factors in student learning.
Further, there's almost universal agreement that the current system of teacher evaluation in the United States is ineffective. Like the children of Lake Wobegon, almost all teachers are deemed to be above average, if not superior. Tenured teachers are almost never found to be unsatisfactory.
So why not make tougher evaluation of teachers a cornerstone of school improvement? Why not require principals to spend more time in classrooms supervising and evaluating teachers into better performance? The premise that more frequent and intensive evaluation of teachers by their principals will lead to higher levels of student learning is only valid if two conditions exist.
The first is that educators know how to improve student learning but have not been sufficiently motivated to do so. The second is that principals have the time and expertise to improve each teacher's professional practice by observing that teacher in the classroom.
Neither of these conditions exists. Do Carrots and Sticks Motivate Teachers? We can find no research to support the assumption that educators choose to use mediocre instructional strategies and withhold effective practices until they receive increased financial incentives.
As former principals with almost six decades of experience working with teachers, we found that the members of our faculty, almost without exception, started each day with honorable intentions, worked tirelessly on behalf of their students, and used the best strategies they possessed to promote student success.
Further, there's little evidence to support the idea that offering stronger rewards when educators move in the right direction and applying more dire consequences when they don't—dangling crunchier carrots and wielding sharper sticks—spurs teachers to better performance.
A research-based program for improving schools would not be tied to merit pay. As for wielding sharper sticks, in his book Drive: The Surprising Truth About What Motivates Us, Daniel Pink presents compelling evidence that this approach has a decidedly negative effect on the performance of knowledge workers like educators.
This is not new information. Edwards Deming argued that leaders must "drive out fear" from their organizations because appeals to fear resulted in short-term thinking, fostered competition rather than collaboration, and served as a barrier to continual improvement.
A research-based program for improving schools would not be tied to sanctions and punishments intended to generate fear. The National Center for Education and the Economy Tucker, couldn't find any evidence that the carrots-and-sticks strategy leads to improved student achievement in the United States or that any of the world's high-performing school systems use such strategies.
The American Educational Research Association declared that "neither research evidence related to growth models nor best practice related to assessment supports the proposed requirement that assessment of teachers and principals be based centrally on student achievement" Viadero, A research-based approach to school reform would not define improvement solely as higher scores on an annual standardized achievement test.
But even if we set the research aside, questions remain: Do principals have the time and expertise to enhance student learning through classroom observations? Is this the best way to improve a school?
To answer these questions, consider Tennessee, one of the first states to receive a Race to the Top grant. The Tennessee model calls for 50 percent of a teacher's evaluation to be based on principal observations, 35 percent on student growth, and 15 percent on student achievement data.
Principals or evaluators must observe new teachers six times each year and licensed teachers four times each year, considering one or more of four areas—instruction, professionalism, classroom environment, and planning. These four areas are further divided into subcategories.All this is to say that high-school students don’t exactly do a lot of light reading.
English teachers don’t teach these important stories because they want to batter students with the. Best Practices for Schools 5 Employee involvement All school districts interviewed by the us stress the importance of employee involvement in the employee safety process.
I'm talking about reading, writing, and speaking. George Lucas Educational Foundation Today it's about being able to make sense of and engage in advanced reading, writing, listening, and speaking.
could hand informational text or a novel to a student and assume he or she makes full meaning of it on their own is a teaching mode of the. Online shopping for Books from a great selection of Schools & Teaching, Studying & Workbooks, Higher & Continuing Education & more at everyday low prices.
Books Advanced Search New Releases Amazon Charts Best Sellers & More The New York Times® Best Sellers Children's Books Textbooks Write-and-Learn Sight Word Practice Pages. Reading academic texts published by those disciplinary experts permits students to immerse in the culture of the discipline and facilitates learning its conventions, discourse, skills, and knowledge (Erickson, Peters.
Teachers use many strategies and methods to teach students to understand what they read. This lesson defines independent reading, explains why it is an important part of comprehension acquisition.