Literaturnachweis - Detailanzeige
| Autor/in | Armstrong, Anthony |
|---|---|
| Titel | A Step in the Right Direction: Learning Walk Brings Districts Together to Examine Teacher Evaluation and Support Roles |
| Quelle | In: Journal of Staff Development, 33 (2012) 5, S.50-54 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | Teacher Effectiveness; Educational Change; Mentors; Teacher Role; Teacher Evaluation; Focus Groups; Improvement Programs; Central Office Administrators; School Districts; Teacher Improvement; Change Strategies; Educational Planning; School Visitation; Meetings; Formative Evaluation; Florida; Tennessee |
| Abstract | In a private room at the back of a busy restaurant just outside of Tampa, Florida, drinks and appetizers went unnoticed as 12 diners sat around one large table and engaged in multiple rapid-fire conversations about professional learning. On one side of each conversation were representatives of Memphis (Tennessee) City Schools. The district was in its fourth year of a reform effort called the Teacher Effectiveness Initiative, designed to close student achievement gaps by ensuring that every student has an effective teacher every day. On the other side of each conversation sat a representative of Hillsborough County (Florida) Public Schools, a district that has recently been recognized for its teacher evaluation and support reforms using a peer and mentor program. The conversations covered the spectrum of work for each office, from processes, data technology, and resources to creating buy-in, providing incentives, and developing culture. Representatives of central office staff from each district took notes any way they could, on napkins, to-go menus, or cell phones. Handwritten notes covered the meeting facilitator's handouts and filled the margins. The discussions were a mixture of casual conversations, serious analyses of professional learning philosophies, dining selections, and dessert choices. What had inspired such a productive learning experience with this kind of frantic pace? The meeting was part of a learning walk experience set up by Learning Forward's Center for Results to offer Memphis central office staff a rare opportunity to meet face-to-face with staff from a district that had successfully navigated challenges similar to the ones Memphis faced. To guide district participants through an inquiry process based on Learning Forward's Standards for Professional Learning, the Center for Results created the Site Visit Protocol. The process helps districts identify "the professional learning planned, promoted, and supported by central staff to ensure the learning of all teachers and their students." The Site Visit Protocol includes four key steps for the learning walk: (1) previsit planning; (2) a prewalk meeting; (3) the site visit; and (4) a reflective post-walk meeting for the team to debrief and determine next steps. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
