The is the last entry for 2009-10 GHS Team Learning.
The authors cite in research that concludes a climate of "high expectations" for student achievement is a critical element of effective schools, but then suggest that the term has been widely misunderstood and misapplied. Calrify the nature of "high expectations" in a PLC.
Sunday, May 23, 2010
Friday, April 30, 2010
Chapter 9: The Philosophical Challenges of Sytematic Interventions for Students
We are almost done. Please answer the following questions for Chapter 9.
1. Chapter 9 explores several challenges that might be raised against the proposal to build a system of interventions foir student when they are not learning. What other philosophical challenges might be presented?
2. Most of the challenges to the system of interventions will focus on implementation problems rather than on philosophical concerns. Objections are likely to take form of "we don't have enough 'fill in the blank' (time, money, resources, space, concensus, kids who will comply)." What are some strategies for addressing these concerns?
1. Chapter 9 explores several challenges that might be raised against the proposal to build a system of interventions foir student when they are not learning. What other philosophical challenges might be presented?
2. Most of the challenges to the system of interventions will focus on implementation problems rather than on philosophical concerns. Objections are likely to take form of "we don't have enough 'fill in the blank' (time, money, resources, space, concensus, kids who will comply)." What are some strategies for addressing these concerns?
Thursday, April 15, 2010
Chapter 8 Common Threads
Please answer the following questions from Chapter 8 in Whatever it Takes
1.This chapter reiterates the characteristics of a PLC. Please give four examples of how Gilbert High School is a PLC.
2.Chapter 8 describes principals who used "simultaneous loose-tight leadership" in implementing improvement processes in their schools. What are things leaders must be "tight" about if they hope to create PLCs? Provide examples of how principals empowered their staffs by giving them significant authority and autonomy in the improvement process.
1.This chapter reiterates the characteristics of a PLC. Please give four examples of how Gilbert High School is a PLC.
2.Chapter 8 describes principals who used "simultaneous loose-tight leadership" in implementing improvement processes in their schools. What are things leaders must be "tight" about if they hope to create PLCs? Provide examples of how principals empowered their staffs by giving them significant authority and autonomy in the improvement process.
Wednesday, March 24, 2010
Chapter 7 A School Wide System of Support for Elementary Students
I am sure that you will be happy that I am only asking one question this go around.
Los Pen operates under the assumption that student achievement datashould be easily accessible to and openly shared among teachers. Is student achievement data easily accessible and openly shared at Gilbert High School? What steps have been taken to make this happen in your school? Where do you access data about our school?
Los Pen operates under the assumption that student achievement datashould be easily accessible to and openly shared among teachers. Is student achievement data easily accessible and openly shared at Gilbert High School? What steps have been taken to make this happen in your school? Where do you access data about our school?
Wednesday, March 10, 2010
Chapter 6 A School-Wide System of Time and Support for Elementary Students
Please blog a response to each question for a total of two question for Chapter 6.
Question 1:
Boones Mill began its process of creating a school-wide system oftime
and support by building shared knowledge of the current reality in the
school in terms of how the school responded when a student was not
learning. It's staff demonstrated the discipline to confront the brutal factsof that reality. What is your current reality at Gilbert High School? What happens in your classroom at GHS when your students don’t learn?
Question 2:
Once Boones Mill was able to create a time each day when students
were available for additional support, staff members were able to
identify a variety of ways to enlist the assistance of others in giving
student's personal attention. What additional human resources could youenlist in the effort to help all students learn at high levels?
Question 1:
Boones Mill began its process of creating a school-wide system oftime
and support by building shared knowledge of the current reality in the
school in terms of how the school responded when a student was not
learning. It's staff demonstrated the discipline to confront the brutal factsof that reality. What is your current reality at Gilbert High School? What happens in your classroom at GHS when your students don’t learn?
Question 2:
Once Boones Mill was able to create a time each day when students
were available for additional support, staff members were able to
identify a variety of ways to enlist the assistance of others in giving
student's personal attention. What additional human resources could youenlist in the effort to help all students learn at high levels?
Wednesday, February 24, 2010
Chapter 5 Providing Time and Support for Kids in Middle School: Freeport Intermediate School
Please blog a response to each question for a total of two responses for Chapter 5.
Question 1:
How did Freeport Intermediate......
a. Identify students who needed additional help and support for learning?
b. Provide that additional time and support?
Question 2:
Freeport Intermediate calls upon teachers to give common assessments to students on a regular basis and to share their results with each other in order to identify and replicate successful strategies a colleague might be using? What concerns might teachers have about this process? What steps could be taken to address some of those concerns in a productive way?
Question 1:
How did Freeport Intermediate......
a. Identify students who needed additional help and support for learning?
b. Provide that additional time and support?
Question 2:
Freeport Intermediate calls upon teachers to give common assessments to students on a regular basis and to share their results with each other in order to identify and replicate successful strategies a colleague might be using? What concerns might teachers have about this process? What steps could be taken to address some of those concerns in a productive way?
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