By Mark R O'Shea
During this period of responsibility and high-stakes trying out, college leaders needs to locate extra subtle how one can aid all scholars be triumphant. yet how can districts make sufficient each year development with no coherent process for addressing kingdom criteria? In From criteria to luck, schooling professor Mark R. O’Shea introduces the criteria success making plans Cycle (SAPC), a complete protocol for assembly the factors. to demonstrate his multi-layered procedure, O’Shea takes readers to a fictional university because it prepares to put in the SAPC. We meet the superintendent, who organizes the district for curriculum reform; the significant, who supervises standards-based guide; and the lecturers, who collaboratively plan classes and assessment their scholars’ paintings. From instructor remark to scholar review, O’Shea deals leading edge suggestions to assist university leaders * establish and learn which criteria are most crucial * decide upon acceptable curriculum fabrics and assets * supply educational making plans time for lecturers * create a benchmark-testing software * layout powerful specialist improvement Checklists on the finish of every bankruptcy spotlight most sensible practices, and pattern classes express easy methods to plan curriculum that allows scholars to fulfill country criteria. the result's an intensive and brilliant advisor to knowing the promise of standards-based schooling. Mark R. O’Shea is a professor of schooling at California kingdom University–Monterey Bay. he's the founder and govt director of the Institute for the success of educational criteria.
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Additional info for From Standards to Success: A Guide for School Leaders
Sample text
Qxd 40 6/23/05 5:14 PM Page 40 From Standards to Success levels of evaluation activity, beginning with classroom-based assessments, benchmark testing, and complete analysis of district results on state standards tests. Using Classroom-Based Assessments During SAPC training, teachers will learn to use the standardsbased lesson objective as the first-level assessment tool for daily classroom teaching. When lesson objectives are written as student outcomes, they become tools that teachers can use to quickly evaluate their students’ work.
Knowledge and skill statements contained in frameworks and standards are the source material for these descriptions. Teachers can use them to write clear, explicit descriptions of products and behaviors that they expect from students. These descriptions serve two purposes. qxd 34 6/23/05 5:14 PM Page 34 From Standards to Success they express the objectives, or instructional targets, for the teacher. They guide the teacher’s efforts toward the achievement of specific standards. Second, they serve as evaluation tools for daily teaching.
Chapter 4 will describe how such strategies, which fail when applied in isolation, can work well in combination with one another as a support system for standards achievement. If standards alignment, textbook adoption, and conventional forms of professional development have already been used and students are not meeting the expectations of state and federal accountability measures, how should a school district move forward in addressing the challenge of the standards? To answer this question effectively, we must examine the singular shortcoming in these approaches, which centers on the role of the teacher in a standards-based system.