"..the unfortunate reality is that in the vast majority of schools across the country today, public practice, scrutiny, and feedback remain anathema to the culture of schooling."
The number one correlate of student achievement is a great teacher. The number two correlate is the school leader. Having great teachers in the classroom is the first step in ensuring that all children receive a quality education. Does this sound familiar? Get the right people on the bus first - Collins. Make no mistake, great teachers are out there, but they are rare. In a study conducted by the University of Washington, the team discovered that there is lack of commonality in quality teaching practices across districts and states. Imagine having a team of surgeons perform a complex transplant without common, well-grounded standards of surgical practice. It would be chaos! We would never let that happen, but sadly, it happens everyday in education.
PLCs Professional Learning Communities
The creation of PLCs in schools across the country is in vogue. Although schools have the right intention of creating a PLC to address professional practice, there is one factor that could potentially determine the success or failure of the PLC, and should be taken into consideration. That factor is expertise. In order for the PLC to be effective, there needs to be an expert within the group in order to accelerate advancement. How successful would a PLC be if all of the members on the team were new teachers fresh out of graduate school? More information on page 9.
How to define quality teaching is the focus of chapter two. The authors present us with the Five Dimensions of Teaching and Learning. (1) purpose, (2) student engagement, (3) curriculum & pedagogy, (4) assessment for student learning, (5) classroom environment and culture. I especially like Danielson's interpretation of student engagement. She notes, "what is required is mental engagement, which may or may not involve physical activity. Hands-on activity is not enough; it must also be 'minds-on'." Chapter three provides the reader an opportunity to implement the Five Dimension framework to analyze an elementary math lesson. Author comments are also included, and chapter four discusses three types of observations: the learning walk-through, the goal-setting and implementation walk-through, and the supervisory walk-through. Many times, a new principal may jump to quickly to interpretations while observing a teacher. Expert leaders withhold thier judgments and evaluate solely on the merits of the Five Dimensions of Teaching and Learning.
Student engagement is extremely important. Understanding the following types of engagement is critical: authentic engagement, ritual engagement, passive compliance, retreatism, rebellion. Page 135-136 for future reference.
As school leaders, we have the ability to change the situation; one school at a time. Great book!
How to define quality teaching is the focus of chapter two. The authors present us with the Five Dimensions of Teaching and Learning. (1) purpose, (2) student engagement, (3) curriculum & pedagogy, (4) assessment for student learning, (5) classroom environment and culture. I especially like Danielson's interpretation of student engagement. She notes, "what is required is mental engagement, which may or may not involve physical activity. Hands-on activity is not enough; it must also be 'minds-on'." Chapter three provides the reader an opportunity to implement the Five Dimension framework to analyze an elementary math lesson. Author comments are also included, and chapter four discusses three types of observations: the learning walk-through, the goal-setting and implementation walk-through, and the supervisory walk-through. Many times, a new principal may jump to quickly to interpretations while observing a teacher. Expert leaders withhold thier judgments and evaluate solely on the merits of the Five Dimensions of Teaching and Learning.
Student engagement is extremely important. Understanding the following types of engagement is critical: authentic engagement, ritual engagement, passive compliance, retreatism, rebellion. Page 135-136 for future reference.
"On the other hand, we live every day with the reality that too many of our students are not getting the kind of quality education they need to be successful citizens of the twenty-first century. As we relegate legions of poorly educated student every year to a permanent economic underclass, the cry to do something now resonates louder and louder."Such powerful words. Sadly, it's pregnant with truth.......the social and equity issue of the 21st century.
As school leaders, we have the ability to change the situation; one school at a time. Great book!
