Wisdom from the Factory Floor: For Best Results, Limit Initiatives, Build Capacity, and Monitor Progress

Autor/inn/en	Dumas, Chad; Kautz, Craig
Titel	Wisdom from the Factory Floor: For Best Results, Limit Initiatives, Build Capacity, and Monitor Progress
Quelle	In: Journal of Staff Development, 35 (2014) 5, S.26-28 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Instructional Effectiveness; Test Results; Student Evaluation; Cooperation; Teacher Collaboration; Academic Achievement; Teaching Methods; Capacity Building; Progress Monitoring; Educational Administration; Observation; Instructional Leadership; Workshops; Educational Improvement; Principals; Reading Achievement; Mathematics Achievement; Elementary School Teachers; Secondary School Teachers; Secondary School Students; Elementary School Students; Nebraska + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Schulnote; Studentische Bewertung; Co-operation; Kooperation; Lehrerkooperation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsverwaltung; Schuladministration; Schulverwaltung; Beobachtung; Instruction; Leadership; Bildung; Erziehung; Führung; Lernwerkstatt; Schulung; Teaching improvement; Unterrichtsentwicklung; Principal; Schulleiter; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler
Abstract	In the Hastings Nebraska Public schools, two of the eight schools have been identified as national models of educational effectiveness. In seven of eight buildings, in just four years, student test scores have increased from around 60% proficiency to around 80% proficiency or better. At Hastings, central office leaders emphasize three key principles and four critical questions. Those principles are: (1) a focus on learning; (2) staff working collaboratively; and (3) using results to improve both student learning and instructional practice. The critical questions are: (1) What do we want students to know and do? (2) How will we assess what students know and do? (3) What will we do for students who don't yet know what we want them to know and do? (4) What will we do for students who do know and can do and need to move on to more advanced learning? Any innovation must fall within those three principles or help district leaders answer one or more of the four critical questions. (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