Acquiring and Responding to Evidence of Understanding | Part 3: Well-Distributed Checking for Understanding

Kearny School of International Business. A 2009 America's Best Urban Schools Award winner.

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 3: Well-Distributed Checking for Understanding [/vc_column_text][vc_empty_space][vc_column_text] Nuthall (2005) discussed how some educators tend to cling to the belief that telling and teaching are the same thing; that what works in face-to-face conversation will work with a class of twenty to thirty students; and that attending only to […]

Leadership Moves…Positive Transformational Culture | Leading stakeholders to feel valued and capable. Pt. 1

Positive Transformational Culture Leading stakeholders to feel valued and capable

[vc_row][vc_column][vc_column_text] Leadership Moves…Positive Transformational Culture | Leading stakeholders to feel valued and capable [/vc_column_text][vc_column_text]Positive Transformational Culture | Leading stakeholders to feel valued and capable. Pt. 1[/vc_column_text][vc_column_text] As part of a coherent system, educators in many of the high-performing urban schools developed or implemented programs for creating a positive learning environment for students. Programs like Positive Behavioral […]

Acquiring and Responding to Evidence of Understanding | Part 2: Frequency of Checking for Understanding

Frequency of Checking for Understanding

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 2: Frequency of Checking for Understanding [/vc_column_text][vc_empty_space][vc_column_text] In most classrooms in high-performing urban schools, student voices are heard more frequently than teacher voices. Teachers spend less time presenting. They spend more time trying to determine what students understand. Teachers present new information but then check almost immediately […]

Acquiring and Responding to Evidence of Understanding

[vc_row][vc_column][vc_column_text] Acquiring and Responding to Evidence of Understanding [/vc_column_text][vc_column_text] Part 1 [/vc_column_text][vc_empty_space][vc_column_text] In a fourth-grade classroom at one high-performing school NCUST has studied, students worked busily in small groups pursuing their reading assignment. Each group had the task of reading a novel and creating a book review. Every student had a specific role that was […]

Leadership Moves…Positive Transformational Culture as the Foundation

Positive Transformational Culture as the Foundation

[vc_row][vc_column][vc_column_text] Leadership Moves…Positive Transformational Culture [/vc_column_text][vc_column_text]Part 2: Positive Transformational Culture as the Foundation[/vc_column_text][vc_column_text] The positive transformational culture influenced every aspect of schooling: student behavior, classroom instruction, extra-curricular activities, professional learning communities, professional development, school routines, procedures, policies, and more. As well, the positive transformational culture influenced changes that improved learning results for every racial/ethnic group, every […]

Introducing Content Logically, Clearly, and Concisely | Concise Presentations

Introducing Content Logically, Clearly, and Concisely | Concise Presentations

[vc_row][vc_column][vc_column_text] Introducing Content Logically, Clearly, and Concisely [/vc_column_text][vc_column_text] Part 4: Concise Presentations [/vc_column_text][vc_empty_space][vc_column_text] Teachers in high-performing schools help students master new content by keeping presentations brief. Rarely did we observe long lectures. Overwhelmingly, we heard student voices more than we heard teacher voices as we visited classrooms. Often teachers would present a concept in a […]

Leadership Moves…Positive Transformational Culture

Positive Transformational Culture

[vc_row][vc_column][vc_column_text] Leadership Moves…Positive Transformational Culture [/vc_column_text][vc_column_text]Part 1[/vc_column_text][vc_column_text] When a kid walks through this door, the principal feels like that’s her child. Every single one of us feels that way ….That’s the caring that is in this building. Some of these kids don’t get any of this love at home. Homework will go, and it may […]

New Research-September 2018

[vc_row css=”.vc_custom_1509477617117{padding-top: -100px !important;}”][vc_column][vc_empty_space][vc_column_text] New Research-September 2018 [/vc_column_text][vc_empty_space][vc_column_text]Is credit recovery effective? Credit-recovery programs exist in three-quarters of the country’s schools and serve 1 in every 13 high school students, according to new estimates in a study by the American Enterprise Institute. Credit recovery program are designed to help students who have failed a class get […]

Introducing Content Logically, Clearly, and Concisely | Clarity is a Virtue

Clarity

[vc_row][vc_column][vc_column_text] Introducing Content Logically, Clearly, and Concisely [/vc_column_text][vc_column_text] Part 3: Clarity is a Virtue [/vc_column_text][vc_empty_space][vc_column_text] In high-performing urban schools, teachers present information in ways that are clear, direct, and easy to understand. Certainly, the logical sequencing of instruction helps make lessons clear. Additionally, however, we found that teachers in high-performing urban schools try to make […]

Five Practices for Improving the Success of Latino Students

Five Practices for Improving the Success of Latino Students

[vc_row][vc_column][vc_column_text] Five Practices for Improving the Success of Latino Students: A Guide for Secondary School Leaders Christina Theokas, Mary L. Gonzalez, Consuelo Manriquez, Joseph F. Johnson, Jr.[/vc_column_text][vc_column_text] Based on the work of real leaders and educators in high-performing urban schools across the country, this book unpacks five key practices that are integral to improving achievement and […]