By Mike Schmoker
What's the unmarried, most crucial occasion of the varsity 12 months that is affecting university development? How do you degree tuition development? How can easy tools--already at your fingertips--work extra successfully to enhance scholar success in analyzing, math, and extra? the consequences Fieldbook solutions those questions and describes in ample, useful aspect how 5 college structures overcame hindrances and completed unprecedented effects for all their scholars. those faculties excited about the confirmed middle strategies that Mike Schmoker defined in either versions of his first ASCD booklet, effects: the main to non-stop tuition development. Supplementing the 5 case experiences, short vignettes written by way of practitioners convey how middle practices--teamwork, using success information, and making plans for measurable goals--made a right away and profound distinction in scholar studying at their respective colleges. a detailed examine those institution structures unearths the simplicity of faculty development efforts equipped round the still-overlooked and so much powerful strength in improvement--collective, geared up instructor intelligence. This publication comprises simply tailored procedures and refinements that end result from such instructor collaboration and all yet warrantly measurable development. Tables, figures, and appendixes illustrate powerful data-collection strategies; and on the end, a three-part synthesis of the easiest of those platforms offers functional steps towards imposing this noticeably better method of university development, beginning with preservice schooling.
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Additional resources for Results Fieldbook: Practical Strategies from Dramatically Improved Schools
Example text
We look at the weekly and monthly reports to review areas of weakness and to see where extra assistance or parental contact might be needed. We also monitor attendance and behavior data that relate to our academic goals. Our math reports are based on a series of cumulative math tests that our teachers designed four years ago. Aligned to the state and district curriculum goals, these tests are incorporated into the yearly teaching plans. The tests cover concepts and skills in various formats for each grade level.
You must talk about curriculum, write up the minutes for the meeting so that the teams know what other teams are doing. We found ways to schedule teaming around special presentations and assemblies. . It is crucial for us to create the environment for productive collaboration by setting and carving out these times. In what reads like a description of what we want to happen among teacher teams, Pearce Elementary School Principal Alice Somers notes: We have grade-level meetings at least once a month.
Trish Donovan reports: In the fall of 1998, only 40 percent of our students achieved a proficient score on the CSAP in writing. Although 50 percent of our students received free and reducedprice lunch and 59 percent are minority students, we still expected more from them and from ourselves. Disappointed and discouraged, the staff looked for answers. We wondered why our efforts did not pay off. The teachers at Metz worked diligently and taught thematically. We considered our learning environment safe, orderly, and child centered.