Creating internal coherence for instructional improvement requires organizing the work of the whole school, administrators, teachers and teams to support higher-level academic work in every classroom. This represents an understanding that principal leadership has an indirect impact on student achievement and requires, among a myriad other responsibilities, building a collective efficiency around a clear instructional ...more »
Earth Science, the study of Earth systems, integrates the physical, chemical and biological sciences as an applied STEM course. It provides students the tools to begin to develop an understanding of the world in which they live. Students are exposed each day to practical examples of its application. In NYS, it is taught at all levels and as a separate course at the secondary level with mandated lab time and a state ...more »
Teachers, support staff, and principals need to communicate effectively with both parents and students about expectations. It is important for both to know what they are learning and why.
Since 2009, RIASCD has concentrated its efforts on a Whole Child initiative, originated by ASCD. We believe that the essence of the Whole Child Initiative is to strengthen education in Rhode Island by explicitly linking educational reform infrastructure to the tenets (Healthy, Safe, Engaged, Supported, and Challenged) and to operationalize them for people who are empowered to make change. RIASCD has assembled partners ...more »
School and community must come together to provide the best environment for our students. This includes local colleges and businesses. There should be volunteer opportunities for community members to participate in the life of a child. My project would be centered on the formation of a School and Community Partnership board to empower people to participate in the ways they are comfortable--from reading to students, to ...more »
Our team wants to create a scope and sequence chart to support social and emotional needs of our students that our advisors could use to effectively support our students. In our school we have one teacher who tracks with a small group of students from 9th-12th grade in order to provide guidance in our high needs school for all four years. These classes meets daily for thirty minutes. It is important to our student population ...more »
Teacher turnover and burnout is preventable. A recent study concluded that more pedagogical preparation does impact retention positively (Sawchuk 2014). In higher education, the problem doesn't quite manifest as a retention issue, but as an effectiveness issue. When college-level faculty experience burnout their commitment and job satisfaction is stressed, but burnout is mitigated through support and collaboration ...more »
I've started a teacher voice website, bluffcityed.com, to encourage aspiring teachers writers in my city to share their stories of working within their classrooms, our school district and our state. I specifically ask teachers to focus on how education policy impacts their ability to teach and work as a professional in our state. I actively recruit teachers from colleagues as well as other professional organizations within ...more »
As a physics teacher, I spend too many PLC days joining another group because I'm the only physics teacher in the school. A better use of my time, I believe, would be to meet with other physics teachers in an interschool PLC setting.
It seems like a simple idea but we are not doing it in our district. Suggestions from those who have implemented a cross school PLC?
This Teacher Leadership Idea explores the school-wide implementation of inquiry-constructivism as an authentic pedagogy offered in high school mathematics and science classrooms through teacher-leader teams. Inquiry, as defined here, is the instructional practice of sustained teacher-facilitated questioning which fosters authentic student engagement and intrinsic motivation (Stohl, 2010). More specifically, ...more »
Too often professional development days are one size fits all for teachers. Topics and training are usually selected by the administration and everyone attends regardless of their readiness level. Why can't professional development be differentiated much like teachers differentiate lessons for our students? Simply put there is not enough time. How can administrators with everything else they are charged with, assess ...more »
The Western Massachusetts Writing Project, along with five other National Writing Project sites, is in the middle of a two-year initiative, funded by the federal Department of Education, to study effective ways of teaching students to write arguments citing evidence in middle and high school science classes. We are eager not only to share what we have learned so far, but to learn from others how this standard is being ...more »