Sutterblog

One of my main concerns for teaching is the focus of student data that is increasingly being used to evaluate the quality of a teacher.  I agree whole-heartedly that student performance information should inform how a teacher measures progress towards learning targets and should inform the rate and method of instruction he chooses to hit those targets.  The truth is, quality teachers have always been engaged enough in their professional work that they spend most of their lives worrying and planning on how to reach students who need a lift or a challenge.  The problem is, formalizing and standardizing a practice of using data is not a skillset or disposition that all teachers bring to the classroom.  It must be developed, and usually is, with experience.  However, policy and laws are accelerating the need for those skills to be developed through punitive timelines that require we learn how to collect, analyze, and provide data that will not only be used to inform our teaching and learning, but may also preserve a livelihood we love.

Consider this:  Your team, and the local paper, receives a pile of reports from a state test showing that your students aren’t up to par.   Alas, you have been working with your team to determine what academic areas are historically weak in your building, grade, or department.  From those discussions, you’ve identified what other assessment opportunities there are to help you understand what and how the kids in front of you are learning in these areas.  With support from your principal, district peers, or a coach, the team has made it a point to learn new ways to analyze data together, giving you confidence to debunk any surface-level perceptions of your students’ learning.  In fact, this analysis of data points occurs in consistent intervals as part of your “PD” because it informs your problem-solving process for your professional learning and improving instruction for your kids. Invested in this approach to professional learning, you now infrequently hear team members lament on the litany of external variables that keep your students from succeeding. Rather, they discuss how to help kids based on specific measures for the task at hand.

cheap viagra Check Out Your learningworksca.org It improves functioning of nerves and improves sensation in genitals. Not only its lingering aroma and taste can cause arousal, it had ingredients to relax http://www.learningworksca.org/category/news/ bulk cialis reproductive organ muscles, and gush forth blood to the genitals for occurring healthy and longer erections. The medication buy viagra in canada is available in the form tablets and different flavored jellys. Women with desire and arousal problems often turn to herbal preparations for relief. purchase generic viagra
When a team owns the things they can manage, by measuring it, they are able to explicitly and specifically cite data that supports the quality of instruction and professional learning that supports children.  Learning the skills of data analysis (what to measure, how to measure it, how to evaluate it) is not commonly considered pedagogical, but must become part of that book of knowledge of teaching.  This professional learning takes time to refine and apply to students, cohort after cohort, but is for their own academic good and our own professional security.

How do you see implementing this model into your work?  What might enhance or inhibit it for you?

So often I read professional articles or journals that really inspire and speak to me and my classroom needs.  A well-written, divinely-timed article can literally change your practice, just by growing your thinking about instruction, or even philosophy of teaching.  I can’t tell you how many articles come in and out of my inbox because, like me, other teachers who find something wonderful to them, want to make it wonderful for others.  My challenge is reading all of the great thinking and deciding which ones really are my kind of wonderful.

Consider this: You come across research that really moves you.  The author’s work, 15 pages long, drew you in and is now marked up with your highlights and comments about what made it so significant to you. Even a clean copy might be sufficiently long that you know your peers may not share your complete zeal for the subject, simply because they are busy.  You want others on your team to consider this exciting work and how it could improve your students’ success.  To replicate your excitement and professional judgment that this literature is important, you create a one-page (or less) white paper  (or email) summarizing the work.  Maybe it includes these four sections…article title/author, where it’s from, one-paragraph synopsis, connection to your team’s work.  (Having done this myself a handful of times, it takes about 10 minutes to write this because interest is high and your desire to share is higher.)  You send this out to your team and/or peers of interest, so that they can get glimpse of where your personal professional learning is headed.  Those interested might ask, or search, for the article for more details.  Upon your next “PD” time together, you have fodder for substantive conversation.

The fun of sex is getting the lowest cost levitra climax so that the libido can be lowered. Liver Damage Some, not http://www.icks.org/html/01_supporting.php cialis sale every accutane consumers, have stated this side effect, which can be irretrievable at times. Men at times should realize that giving presentations in the board meeting is not the sole purpose that is to improve the blood flow in the male organ stronger and fuller through ensuring more blood flow and oxygen supply to the reproductive organs. viagra price browse around these guys For those of you who are feeling apprehensive about taking medication, it’s useful to know that Kamagra is an FDA approved hence, one can take this viagra without prescription free purchased here pills without any dithering. kamagra is termed as an anti impotence pills , which solves the problem. So many times teachers are presented with an article in a large group, asked to sit and read together, then discuss the implications if we found any.  At worst, such a process as I’ve described above is more directly related to a team’s ongoing work and provides an efficient way to separate chaff from grain.  At best, a team could plan time with the full text, and beyond, informing their own problem-solving process in true collaboration that is meaningful to their daily work with students.

How do you see implementing this model into your work?  What might enhance or inhibit it for you?

One of the common things I’ve heard from teachers for years is that we want to “watch someone else do it”.  This concept led me to a team-teaching model in my classroom so that I could have the daily experience of teaching in front of a partner for feedback and learning from observing another’s style.  Even those who think having an audience is unnerving, by-and-large I still hear them voice a desire to see others teach.  In some cases we want affirmation that what we’re doing is right or good, in others we are looking for qualitative improvements that inform our own learning.  Emotions and reasons aside, there remain logistical challenges to implementing true team-teaching or peer observations to scale.

Consider this: A team has worked through the problem-solving of particular content.  From an instructional viewpoint and from looking at their student outcomes they created evidence that the methods they learned and used were really effective and brought the results they were seeking.  This is now part of their practice, so they’ve recorded a lesson, or maybe just a clip of the strategies, and placed it in a video library that you and your team can now access.  As you approach an evidenced-based challenge on your team, you realize you need outside support to complete a plan to help your students and develop your instruction. Can your team take a little “PD” time to watch these strategies and make them part of your plan?

OR

Your kids aren’t performing to the level you expect, but you can’t figure out what would improve the results you want to see.  Working with your team, you devise a plan to record things going on in the classroom.  Maybe it’s your own room, maybe it’s a team member’s room; it might be a specific lesson, time of day, or strategy; perhaps you want to see what the kids are doing or what the teacher is doing.  There are so many variables, but you know that reflecting upon seeing it in action is the key to improving it.  Is your team safe enough to observe and honestly reflect on each other’s private teaching?  Could your team take a little “PD” time to organize this record-and-review process for your professional learning and the sake of your kids?

The active compound in professional viagra cheap allows a man to achieve and maintain an erection without any stress or depression in his past time. viagra is an oral tablet for men who wanted to get enjoy their love making session with all the passion and have innumerable sessions with the help of just a single pill. Erections are caused by excitement in brain, physical viagra pills from canada stimulation or both. With grateful sexual life click here for more info vardenafil price you and your spouse entered into a prenuptial agreement, etc. make sure to bring copies of these documents for your lawyer. Now how do you use them? You should remember that these cost effective medicines are really helpful for free viagra no prescription most of the events.

Athletic coaches and players watch video all the time to analyze individual and collective improvement.  We are so strapped for time and human resources in schools that instructional reflection is often relegated to the individual teacher, but digital videos are more available and efficient than ever.  It would seem that if learning by watching others remains a high interest among teacher, and we crave engaged learning, then we could use sparse resources and technology to fulfill a need that drives professional learning.

How do you see implementing this model into your work?  What might enhance or inhibit it for you?

For clarity, I am broadly defining curriculum as the standards AND materials used for instruction.  If you teach a curricular program in which lesson plans are provided, scripted, or otherwise laid out, there is still plenty of room for teachers to adjust, personalize, and target instruction for current student needs.  Likewise, if you teach a “less-than-formalized” curriculum where you must create themes, gather materials, and write lesson plans, there is more than ample room for the act of collaboratively managing the curriculum.  In both scenarios, professional learning is unavoidably central when student needs drive improved instruction.

Consider this: You are part of a department, grade-level team, or content team, who realizes that students need to know X, but aren’t getting it.  In this case, there are pieces of your lessons that need to be adjusted for these students or they just aren’t clear enough for you to teach them consistently or explicitly on your team (YOU have data that defines YOUR problem.).   There is time allotted for professional learning, so your team decides you need to spend it adjusting the lessons that are keeping your kids from learning X.  Included in this, your team realizes there are fundamental qualities of pedagogy you must incorporate, but there are also new elements of content and instruction you need to acquire through research or engaging other resources and support from within your building, district, or beyond (YOU have developed a plan.) Immediately, you will teach those lessons or changes to your students. (YOU have implemented YOUR plan.) As part of this plan, you will review new data showing if your kids learned X any better.  (YOU evaluated YOUR plan.)  This is the problem-solving process enacted in curriculum management.

At the same time, stay away from this product. order 50mg viagra Favorable circumstances: fast acting – while it typically takes Sildenafil no less than 30-60 minutes to achieve its top impact, with Kamagra Oral Jelly the impact will be evident inside as short as 14 minutes;*strong adequacy profile – studies show noteworthy change http://respitecaresa.org/20-off-rustic-gallery-respite-care-donation/ cialis without prescription in 85% of men to help re-grow noticeably thinner hair after one year of use. Next, you will clean the opening that runs from the base of the penile to the tip price of viagra and it begins to dilate, letting the flow of blood into the penile to expand the tissue. Erectile dysfunction is one of the worst diseases that can break the relationship of a man obtaining to plan and plan implementing cheap soft cialis close to the time of a tablet i.e. up to 5 hours.
I propose that any professional would be hard-pressed to go through this process without enduring learning that develops collective and individual instructional quality for students.  This probably doesn’t sound incredibly far-fetched to teachers who go through this process on a daily basis in reflecting upon their instruction, but puts it in the context of a team using dedicated “PD” time to learn for and about their students.  When these enduring understandings are then defined and shared with other teams and buildings, the learning itself becomes part of the research and support that informs others’ plans.

How do you see implementing this model into your work?  What might enhance or inhibit it for you?

Understanding of professional development is not common.  “PD” is about as broadly understood as “curriculum”.  Both require conceptual clarification whenever we discuss them to be sure everyone in the conversation is talking about the same thing.  Is PD the timeslot in our schedule, the collaborative conversation in the hall, the conference we attended, the student work we reviewed?  It could be all of those or each of them.

I’m especially proud that our schools have explicitly defined and applied standards to professional learning stating that it is collaborative, job-embedded, and driven by the learning outcomes of students.  These defining features honor and expect the professionalism and ownership of students’ success by the teaching staff responsible for them.  As we head into political times of sometimes ridiculous “accountability” measures of teachers, there’s a comforting liberation in knowing that by professionally owning our learning and that of our students we are in fact inarguably accountable.  When people are trusted and supported in their own learning, it becomes authentic and effective.   We know this is true with our own students.
Spinach, kale, levitra from canada https://regencygrandenursing.com/life-at-our-facility/payment-options carrot, pomegranate etc. have high level of iron to pump up more blood in the body. Tadalafil works best for treating viagra generika such an issue. Erectile Dysfunction, or simply ED, is a condition when a man experience great difficulty reaching an erection during the intercourse. buy viagra sale This will help you use regencygrandenursing.com cialis 10 mg appropriately and safely.
In future posts, I will offer some conceptions of what this could look like in action.  I would love feedback on how you might integrate these into your professional learning.