By Mr Douglas B Reeves PH.D.
Explains the way to rework responsibility from damaging and demoralizing accounting drills right into a optimistic decision-making procedure that improves instructing, studying, and management. Encourages educators to turn into proactive in constructing student-centered responsibility structures. those platforms catch the various features of training that try rankings don?t reveal-they inform the tales in the back of the numbers. exhibits how educators can create responsibility structures that improve instructor motivation and result in major advancements in scholar fulfillment and fairness, even in frequently low-performing faculties. Explains tips to construct a student-centered responsibility approach via interpreting key signs in instructing, management, curriculum, and mother or father and neighborhood involvement. concentrating on the school room, it outlines how lecturers can develop into leaders in responsibility by utilizing a four-step means of commentary, mirrored image, synthesis, and replication of powerful instructing practices. ultimately, the writer discusses the function of neighborhood, kingdom, and federal policymakers and corrects the myths linked to No baby Left in the back of.
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Extra info for Accountability for learning: how teachers and school leaders can take charge
Holistic accountability offers a better alternative. The following list describes meaningful ways to measure and report parent and community involvement. • Multiple channels of parent communication are available, including the following: ² Face-to-face meetings at school, ² Personal meetings at nonschool locations, ² Incoming phone calls with personal response, ² Incoming phone calls with voicemail, ² School-initiated calls by teachers, ² School-initiated calls by administrators, ² School-initiated calls by other student advocates, ² Internet-based communication, ² E-mail initiated by parents, ² E-mail initiated by school, and ² Other channels of communication: – Student achievement results are communicated to parents with more information than letter grades.
When exemplary student work is retired from the trophy case, the names are removed and the work is placed on the Wall of Fame, where it stays indefinitely. The Accountable Teacher 33 “We don’t intend to run out of wall space for a very long time,” says principal Connie Skinner. When I ask why the Wall of Fame has no students’ names, Ms. Skinner explains, “In the trophy case, we honor individual and team achievement. But on the Wall of Fame, we are making clear to every student in the school that kids in this neighborhood and in this school are expected to shine.
Myth #2: Bad Teaching Yields Good Test Scores Some of the most noteworthy critics of school testing formulate the reverse of the “good test scores = good teaching” formula. The critics complain that the only path toward student achievement, as measured by traditional test scores, is mindless test drills. In such an environment, the critics contend, one does not have time to be a good teacher. If an educator were to devote time to creative endeavors, student engagement, critical thinking, and advanced writing, then these trivial pursuits would rob time from the frantic content coverage and test drills that are necessary for good test performance.
Accountability for learning: how teachers and school leaders can take charge by Mr Douglas B Reeves PH.D.