Research is clear that using medium- (week-by-week) and short-cycle (day-by-day) formative assessments to adapt and differentiate instruction has a significant impact on student achievement (Wiliam and Thompson, 2007; Shepard, 2007). The challenge for the classroom teacher is that consistently collecting, organizing and analyzing this amount of data becomes overwhelming. As an NBCT with a programming background and ...more »
Denver Teacher Leadership Summit
Our school is fortunate enough to have given one of my colleagues and me the opportunity to work as instructional coaches for one class period. We have seen the coaching approach to instructional improvement benefit all of our coachees in that it gives them ownership over the topics we discuss. I propose extending this idea to training our entire staff in peer coaching to give them the power to help each other "own" ...more »
Secondary ESL (English as a Second Language) learners experience tough circumstances when they enroll in school in the United States. Most secondary-age ESL students present educators with unique challenges and constant educational monitoring/instruction throughout their middle to high school career. Often times, many content specific educators do not have the time to re-structure their lessons in order for the ESL learner ...more »
There is a unique leadership position for those who work closely with both teachers and students, and with stakeholders who are some distance from students (e.g., the business community, state policymakers, higher education, or district central office personnel). Establishing school-based teacher leaders who can act in the space between classrooms and other agents in the educational ecosystem is critical for two reasons: ...more »
Because advanced learners are in every American classroom and only three states require teacher pre-training programs to include advanced pedagogy, teachers are not prepared to address the needs of advanced learners. The 2008 Fordham Institute teacher survey found: • 65% of teachers reported that their education courses and programs focused very little, or not at all, on how to teach academically advanced students. • ...more »
Purpose: To fully experience a school day in the shoes of a student. In doing this, the Shadower will come away with insights about intended and unintended effects of school practices & policies on students, to be shared with colleagues in a constructive way. Process: Educators “shadow” individual students in their school or district for a full day. They go to every class of each student, including lunch, stand near ...more »
I suggests recruiting exceptional retired teachers who lead by example three to four times a week, three hours a day; give them a stipend; and let them support new teacher. This teacher leader would model various instructional techniques, classroom management, broaden content knowledge, research community resources, etc. This leader would be assigned to a grade level and a specific number of teachers. This leader can ...more »
PAAVEMGMT 1.0 SmartSchools® has taken a very unique approach to plant two trees with one seed... (redeveloped, rehabbed or rehabilitated of abandoned properties or eyesores) in any neighborhood - which can be utilized as “Hybrid Homes” or a “SmartSchools” concepts - in remedying a "Sub/culture in Crisis," especially among young boys and young men of color. These are deep-rooted in that; we have extensive research into ...more »
In light of the changing needs of learners... how should we re-envision the profession of teaching? Should we be deliverers of content? Or, should we move to a model of being a guide, a researcher and an integrator? In our data-driven and information rich age, I see the role of teaching needing a good transformation.
More and more, teachers nationwide are saying that student learning, not vacation schedules, should drive the K-12 school calendar year framework. Teacher leaders will confront tradition and understand well that the traditional school calendar year is inefficient, ineffective, and unfair when it comes to 21st learning, teaching, professional planning, partnering with parents/community, and play. They will advocate for ...more »
Framework 2021 unites and influences the P-20 educational community promoting excellence for each learner. The framework will provide professional growth, voice, and innovation for Colorado educators; advocacy and success for each Colorado learner.
Establish a teacher leader who would teach part time and spend the rest of the time at the Colorado Department of Education as a Teacher Leader in Residence (TLR). The TLR would establish a cadre of teachers from around the state whom would work with CDE to write, implement, and sustain education policy that impacts teachers. The cadre of teachers would geographically represent teachers in all content areas and from all ...more »