Turning Average Instruction into Great Instruction details a clear and concise approach to school improvement, focusing school leaders on the critical factor that has the greatest impact on student achievement_classroom instruction. Decades of research demonstrate that what happens between teachers and students in our nation's classrooms has the greatest impact on how well those students learn. The current trend in school reform is to tackle all aspects of a school in order to improve student achievement, forcing school leaders to attempt to focus on the school culture, use of materials, community relations, teachers' pre-service training, the school's physical design, classroom decorations, and instruction. Unfortunately, such a wide scope leads to a lack of focus among school staff. With his singular focus on classroom instruction, what O'Connor suggests is an antithesis to that approach. School leaders will develop a common understanding of the high-impact instructional components that should be seen in every classroom. O'Connor maps out how school leaders can align all personnel to systematically build training, support, and monitoring mechanisms that ensure that effective instruction becomes part of every classroom routine.
This book provides a road map for all school leaders as they attempt to improve the achievement of students with disabilities. In today's accountability system, school personnel are responsible for...
Great Instruction Great Achievement for Students with Disabilities: A Road Map for Special Education Administrators
The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
During instruction in the Assignment Completion Strategy, eight of the nine students earned an average of 81% of the points and met the mastery criterion ... With regard to actual assignment completion, students turned in an average of ...
How to Translate Your Expertise into Great Instruction Arnold Wentzel. Strangely, reaching an average level inspired me to try harder. I tried my hand at teaching a wider variety of courses to as many audiences as possible: from ...
They instruct him about the law and estimations of mankind and why they ought to be checked to turn into an average individual. As the youngster grows progressively settled, his desires and needs to get more prominent and watchmen ...
The knowing how was advanced in the 1940s by Gilbert Ryle (1945) as a contrast to knowing that. Part of the reaction against too much 'knowing that' came from an earlier critique by Whitehead (1929) who warned against 'inert ideas'; ...
Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and ...
Black , P. and Wiliam , D. ( 2003 ) ' The development of formative assessment ' , in B. Davies and J. West - Burnham ( eds ) , Handbook of Educational Leadership and Management . Harlow : Pearson . Broadfoot , P. ( 1996 ) ' Liberating ...
To cope with this range of attainment many teachers have turned to individualised learning schemes . ... My observations of mathematics lessons in many schools lead me to a strong conviction that often an unquestioning reliance on this ...