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21st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools

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-James Champy Resources Educational Leadership for the 21st Century: ... 70% 90% of the parents need to be invested in quality education 80% of the students ... – PowerPoint PPT presentation

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Title: 21st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools


1
21st Century Process for Teaching for Learning A
Performance-Based, Results-Driven Whole School
Model for Schools
  • Rossi Ray-Taylor
  • And
  • Sharon Claytor Peters
  • 2008 MDE/NCA Spring School Improvement Conference

2
IntroductionsOverview for the session
3
  • What does it take to
  • make a positive and measurable difference in
    schools?

4
Schools are designed for a 19th and 20th century
vision of schoolingscreen, sort and select
5
Expectations of schools are changing
6
Competition
0 drop outs
Michigan High School Graduation Requirements
NCLB
Accountability
All Kids College Ready
7
The 5 conditions necessary for school success
  • School principal leadership
  • Classroom teacher effectiveness
  • Parent involvement
  • Student readiness
  • Community support

8
  • Meeting the challenge of Michigans high school
    graduation requirements

9
90 -- 80 -- 70
  • 90 of the parents need to be invested in quality
    education
  • 80 of the students (at every grade level) need
    to meet standards set by teacher assessments,
    classroom by classroom.
  • 70 of the students should perform satisfactorily
    on an external assessment (such as the Michigan
    Educational Assessment Program)

10
Critical junctures
  • Passage from pre-K to formal K-12 schools
  • Movement from 3rd to 4th grade learning concepts
    and methods
  • Movement into middle school 6th or 7th grade
  • High school entry

11
Transition Points for Students
Teaching methodology Teacher certification credentialing School structure Grading and advancement policies
PreK to formal K-12 X X X X
3rd - 4th grade transition (lower elementary to upper elementary) X X May be reflected in changes in report cards
5th 6th grade elementary to middle or junior high school X X X X
8th 9th grade to high school X X X X
  • Preparatory Transition Schools

12
  • Research driven school design

Rigor, relevance and relationships
13
3 Key Features
  • Establish the conditions and standards for
    success
  • Implement the strategies
  • Monitor for results

14
Teacher selection
  • Demonstrated skill in design and diversity of
    teaching skills and concepts
  • Management of various student skill levels and
    learning styles
  • Deep level subject matter knowledge
  • Strong knowledge of pedagogy
  • Demonstrated skill and training in building
    relationships and academic relevance

15
Ongoing professional learning communities
  • Professional development
  • Mentors and coaching
  • Peer-to-peer classroom observations
  • Critical friends network
  • Sharing of best practice lesson plans, materials
    and formative classroom assessments

16
Shorter marking periods
  • Frequent feedback to students
  • More frequent opportunities to start over

17
Formative assessment
  • Lesson embedded entrance skill assessment
  • Feedback to students at least weekly
  • Teacher teams review student, classroom, grade
    level and school data weekly

18
People without information cannot act. People
with information cannot help but act. Ken
Blanchard
19
Arts creative expression for students
  • Visual art
  • Music
  • Creative writing and poetry
  • Drama and performing arts

20
In-school support services
  • Counseling
  • Scheduling
  • Extended day
  • Online course options
  • Technology infused curriculum
  • Homework completion support
  • Credit recovery options
  • AVID / Mac Scholars or similar strategies
  • Attendance tardiness strategies
  • Theories of agency and resilience
  • English language learner and bilingual support

21
Total system alignment for teaching for learning
success
  • Central office systems ensure resources and
    conditions for teaching for learning
  • Rewards and sanctions support teaching for
    learning
  • Policies and practices are reviewed for
    consequences and effectiveness for full system
    mission success
  • Barriers and roadblocks are eliminated
  • The system is transparent
  • Access is universal

22
  • One of the great things an organization can do is
    to help people give voice to their dreams, and
    provide the means by which people come together
    to create something greater than themselves. It
    is the gift of leaders to release the aspirations
    of others.
  • -James Champy

23
Resources
  • Educational Leadership for the 21st Century A
    Performance-Based, Results-Driven Whole-School
    Reform by John W. Porter
  • The Silent Epidemic Perspectives of High School
    Dropouts by John M. Bridgeland, et al
  • All Students Reaching the Top Strategies for
    Closing Academic Achievement Gaps A Report of
    the National Study Group for the Affirmative
    Development of Academic Ability Edmund Gordon,
    chair

24
More Resources
  • Voices in Urban Education, Using Data for
    Decisions VUE Number 18, Winter 2008, Annenberg
    Institute for School Reform
  • Voices in Urban Education, High School Redesign
    VUE Number 8, Summer 2005, Annenberg Institute
    for School Reform

25
More Resources
  • What Works in Schools Translating Research into
    Action by Robert J. Marzano
  • Reaching the Reluctant Learner Educational
    Leadership, March 2008, vol 65 no. 6
  • Fires in the Bathroom Advice for Teachers From
    High School Students by Kathleen Cushman and the
    students of What Kids Can Do, Inc

26
Rossi Ray-Taylor, PhD rossi_at_raytaylorandassoc.o
rgRay.Taylor and Associates2160 S. Huron
Parkway, Suite 3 Ann Arbor, Michigan
48104www.raytaylorandassoc.org Sharon Claytor
Peters claytorpeters_at_comcast.net
  • Claytor Peters Consulting
  • 13795 Christina Lane
  • Belleville, Michigan 48111
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