United We Learn: Team Effort Builds a Path to Equity and Alignment

Autor/in	Kind, Jill
Titel	United We Learn: Team Effort Builds a Path to Equity and Alignment
Quelle	In: Journal of Staff Development, 35 (2014) 1, S.46-50 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Educational Quality; High Schools; Guidelines; Communities of Practice; Standardized Tests; Standards; Faculty Development; Secondary School Teachers; Educational Improvement; Fidelity; Program Implementation; Teacher Administrator Relationship; Instructional Leadership; Suburban Schools; Teacher Attitudes; Administrator Attitudes; Minnesota + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; High school; Oberschule; Richtlinien; Community; Standadised tests; Standardisierter Test; Standard; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerverhalten
Abstract	This article presents a plan to create a united approach to improve high quality instruction in Robbinsdale Cooper High School in New Hope, Minnesota, a suburb of Minneapolis. Professional learning communities were in their infancy, conversations around data were about autopsies of annual standardized tests, and there was no description of what high-quality instruction should look like. To jump-start the planning, the staff examined Learning Forward's Standards for Professional Learning. As staff members articulated their visions for the school, it became evident that they would need to focus on three of Learning Forward's standards: Leadership, Resources, and Implementation. With those standards to guide them, they would create an instructional framework built around one SMART (specific, measurable, attainable, results-based, and time-bound) goal to improve instruction and the necessary supports for teachers to implement the framework with high levels of fidelity and success. Ensuring that all students had equitable access to high-quality, rigorous instruction required a collaborative approach between teachers and administrators to clearly identify the elements of instruction that need to be in place in every classroom. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10