U.S. Department of Education: “The Longitudinal Evaluation of School Change and Performance (LESCP) in Title I Schools” (U.S. Department of Education, 2001)

Center for Research on the Education of Students Placed At Risk (CRESPAR): “Comprehensive School Reform and Student Achievement: A Meta-Analysis” (Borman et al., 2002)

Northern Illinois University Center for Governmental Studies: “Closing the Achievement Gap: Lessons from Illinois’ Golden Spike High Poverty, High Performign Schools” (McGee, 2004)

Louisiana Staff Development Council: “The Secrets of ‘Can-Do’ Schools” (Richardson, 2003)

Learning First Alliance: “Beyond Islands of Excellence” (Togneri & Anderson, 2003)

Center for Performance Assessment: “High Performance in High-Poverty Schools: 90/90/90 and Beyond” (Reeves, 2003)

Manhattan Institute: “The Teachability Index: Can Disadvantaged Students Learn?” (Greene & Forster, 2004)

Hewlett-Packard: “High-Achieving Schools Initiative Final Report” (Kitchen et al., 2004)

Prichard Committee for Academic Excellence: “Inside the Black Box of High-Performing, High-Poverty Schools” (Kannapel & Clements, 2005)

EdSource: “Similar Students, Different Results: Why Do Some Schools Do Better?” (Williams, Kirst, & Haertel, et al., 2005)

An Emerging Pattern of School Improvement

Chapter 4: Ensure Effective District and School Leadership

The Old World of Education

The New World of Education

Essential, Targeted Leadership Characteristics to Improve Student Achievement

Leadership Priorities at the District Level

Demonstrate Moral and Political Will

Acknowledge Poor Performance and Seek Solutions

Promote a Vision of High Achievement for All Students

Establish Measurable Goals and Monitor Progress

Institute Accountability and Use Data-Driven Instructional genjn(j Improvement

Target Student Needs to Prioritize Resources and Funding

Provide Relentless Support for Teachers and Principals

Support Focused Professional Development

Leadership Priorities at the School Level

Maintain Great Expectations for Student Achievement

Understand Effective Professional Development

Develop and Support Teacher Leaders

Leading Through Collaboration and Distributive Leadership

Improving the System

Sustaining Gains

Against the Odds: Leadership and School Improvement—A Case Study

Improvement Through Leadership

Next Steps

Ensure Effective District and School Leadership Self-Evaluation Rubric

Chapter 5: Engage Parents, Communities, and Schools to Work as Partners

The Old World of Public Education

The New World of Public Education

Effective Partnerships

Parent Education

Parent-Provided Education

Improved Communication Between School and Home

Outreach to Parents and Families of English Learners

Comprehensive School and Family Partnerships

Successful Programs

The Essential Partnership Between Schools and Communities

Provide Community Information

Use Community Resources and Support

Develop Full-Service Schools

The Community as a Classroom

Service Learning

Career Exploration

Powerful Partnerships

Next Steps

Engage Parents, Communities, and Schools Self-Evaluation Rubric

Chapter 6: Understand and Hold High Expectations for Poor and Culturally Diverse Students

The Old World of Public Education

The Melting Pot Concept

The Philosophy of Equal Opportunity

The Practice of Blaming Poor Families and Their Children

The New World of Public Education

Educating English Language Learners

Understanding the Culture of Poverty

A Feeling of Helplessness

The Homes of Poverty

Lack of Educational Stimulation

Lack of Health and Nutrition

Lack of Vocabulary and Reading Readiness

Language, Culture, and Diversity

Mobility

Student Behavior

Resilience

High Hopes for the Underachieving Children of Poverty

Next Steps

Understand and Hold High Expectations for Poor and Culturally Diverse Students Self-Evaluation Rubric

Chapter 7: Target Low-Performing Students and Schools, Starting With Reading

The Old World of Public Education

The New World of Public Education

Guarantee That All Students Learn to Read

Protecting the Children of Poverty From Destructive Policies, Programs, and Practices

Eliminate the Manufacturing of Low Performance

Protect Students From Unqualified, Inexperienced Teachers

Eliminate Policies and Practices That Encourage Students to Drop Out

Use Data to Plan, Target Policy, Monitor Student Achievement, and Rigorously Hold Teachers Accountable

Improve Instructional Support Programs

Implement High-Performance Instructional Programs

Increase Instructional Time

Provide Targeted Professional Development

A Targeted Focus

Next Steps

Targeting Low-Performing Students and Schools Self-Evaluation Rubric

Chapter 8: Align, Monitor, and Manage the Curriculum

The Old World of Public Education

Curriculum: The Way It Used to Be

Unused Curriculum Guidelines

The Dominance of Textbooks

Teachers as Free Agents

Minimal Use of Planning and Coordination

Tracking and Ability Grouping

Pressure From Special-Interest Groups

The New World of Public Education

Curriculum: The Way It Is Today

Establish a Rigorous Prescribed Curriculum for All Students

Implement a Research-Based Curriculum

Coordinate Vertical and Horizontal Curriculum Planning

Use Standards and Assessment to Align the Written Curriculum

Monitor the Written and Target Curriculum

Ensure a Diverse Curriculum

Use Curriculum Mapping

Use Pacing Guides and Assessment Calendars

Use Flexible Skill Grouping

Identify Model Lessons

The Challenges of Implementing a New Curriculum

Building an Effective, Aligned Curriculum

Developing Diverse Instructional Materials

Narrowing the Curriculum

Implementing Site-Based Management

Achieving Deep Curriculum Alignment

Next Steps

Align, Monitor, and Manage the Curriculum Self-Evaluation Rubric

Chapter 9: Create a Culture of Data and Assessment Literacy

The Old World of Public Education

The New World of Public Education

Data Literacy: Start With a Focus on Data

Go Beyond Mandated Tests

Build Student, School, and District Profiles

Student Profiles

School and District Profiles

Assessment for Learning

Building Student Confidence

Sound Classroom Assessment

We’re All in This Together: Use Data to Embed Assessment in All Aspects of Teaching and Learning

Next Steps

Create a Culture of Assessment and Data Literacy Self-Evaluation Rubric

Chapter 10: Build and Sustain Instructional Capacity

The Old World of Public Education

The New World of Public Education

Building Instructional Program Coherence

Use Collaboration and Teamwork

Set Instructional Benchmarks to Focus and Drive Learning

Create a Model That Fits

Research-Based Instructional Practices

Study Groups

Lesson Study

Differentiated Instruction

Strategies for English Language Learners

Student-Led Conferences

Action Research

Attention to Multiple Intelligences, Relevance, and Active Learning

Success for All Students

Next Steps

Build and Sustain Instructional Capacity Self-Evaluation Rubric

Chapter 11: Reorganize Time, Space, and Transitions

The Old World of Public Education

The New World of Public Education

Provide Extra Instructional Time

Start Early

Reorganize the School Day and Week

Extend the School Day

Extend the School Year

Create Small, Supportive Learning Communities

Establish Small Learning Environments and Alternative Schools

Provide Effective and Successful Transitions

The Power of Reorganizing Time, Space, and Transitions

Next Steps

Reorganize Time, Space, and Transitions Self-Evaluation Rubric

Chapter 12: Educating the Kids Left Behind: A Matter of Personal Conscience

Fulfilling the Revolution: Civil Rights for All

Eight Components of High-Performing, High-Poverty Schools Self-Evaluation Rubric

Appendix A: The PLC Continuum

Appendix B: NSDC Standards for Staff Development

References

Electronic Resources

Подняться наверх