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  • How 60 Kids, 3 Teachers, and 1 Innovative Principal are Improving Teacher Effectiveness | Teaching Matters
    This allows the team of teachers to own responsibility for everything from analyzing student performance data and developing interventions to scheduling The initiative elevates teacher teaming to a whole new level During her acceptance speech principal Kerr explained the powerful effects of the Triad Model She emphasized that it didn t necessitate additional funding to implement but simply required reorganizing existing resources Ask any child in our building who their teacher is and it becomes plainly obvious they have not one but three teachers accountable for their continued success said Ms Kerr The goal of the Elizabeth Rohatyn Prize for Schools Where Teaching Matters is to recognize leaders that create schools designed to promote teacher effectiveness Of course every teacher should be a highly qualified professional but we need to get beyond the idea of the hero teacher says Lynette Guastaferro Executive Director of Teaching Matters Effective school leaders run schools that look like modern organizations where culture incentives and technology can enable groups of teachers to perform beyond the sum of their individual abilities The prize may be used to support expansion and replication of the innovation Ms Kerr was one of five finalists selected by an independent panel of judges comprised of education leaders and a student representative The other finalists included principal Evelyn Finn of the Lavelle Preparatory Charter School in Staten Island NY principal Cynthia Fowlkes of the Academy of Innovative Technology High School in Brooklyn NY principal Christopher Lehmann of the Science Leadership Academy in Philadelphia PA and principal Shimon Waronker of the New American Academy in Brooklyn NY Elizabeth Rohatyn is a champion of education and innovation Driven by the belief that teachers are the most important school related factor in raising student achievement Mrs Rohatyn joined forces with former teachers principals and technology

    Original URL path: http://www.teachingmatters.org/node/276 (2016-02-13)
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  • Five Principals of Schools Where Teaching Matters | Teaching Matters
    Teachers regularly observe peers and make recommendations related to practice Rose Kerr Staten Island School of Civic Leadership Staten Island NY Triad Model a teacher effectiveness initiative puts three teachers in charge of comprehensive instruction of two classes allowing them to share responsibility to analyze student performance develop interventions and create learning opportunities Christopher Lehmann Science Leadership Academy Philadelphia PA Inquiry driven and project based approach using tech tools to allow all members of the school community to learn students teachers parents Shimon Waronker New American Academy Brooklyn NY Unique human capital model that incorporates a career ladder for teachers anddaily collaboration in teams led by a master teacher The public began voting June 13th for a principal from the New York metropolitan area that could win the 2012 Elizabeth Rohatyn Prize for Schools Where Teaching Matters The voting narrowed down the list of ten Semi finalists down to five and in the coming weeks the impartial selection committee will select the final winner The winner will be announced at the 2012 Summer Forum for Principals with Paul Vallas If you would like to register for this event please click here Leading principals understand that effective teaching is the lynchpin to closing the achievement gap said Lynette Guastaferro Executive Director of Teaching Matters a nonprofit educational organization that sponsors the prize They are rethinking time creating effective teaming strategies and positioning effective teachers to lead the charge These leaders deserve recognition and they need more flexibility The projects launched by the finalists include creating a career ladder where teachers advance from novice to master level reorganizing the school day so teachers have time to collaborate and helping teachers film their classroom instruction so that they can improve their teaching strategies Participating in the discussion of innovation in New York schools

    Original URL path: http://www.teachingmatters.org/node/274 (2016-02-13)
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  • Is Every Teacher a Literacy Teacher?: Reading and Writing in the Content Areas | Teaching Matters
    workplace we are discovering the need to expand our understanding of literacy as a set of essential skills that are critical for success in every subject area Teaching literacy in isolation misses the point of why we need to be literate in the first place The idea of reading and writing across the curriculum isn t new We already know that having students write in their content classes say math strengthens their performance in ELA assessments But the critical shift in rethinking the idea of literacy is that we want students to read and write in math because it also makes them achieve better results in math If they can construct a viable argument and critique the reasoning of others they will be doing the real work of mathematicians If they can t it doesn t matter how good they are at calculating or memorizing facts There is no question that students need to learn a complex range of skills in reading and writing But they also need to learn how to learn through reading and writing When students in social studies class conduct research on current events issues and write letters to their elected representatives to express their opinions they are exercising critical literacy skills And yet we would not deny that these activities are appropriate for the social studies classroom To further illustrate this point imagine a hypothetical scenario in which we have the specific goal of only preparing students to be scientists The purpose of K 12 education in this scenario is to make our students ready for a college experience where they will only take science courses so that they can graduate and become scientists They would still need to know how to cite evidence from informational texts to support an argument They would still need to know how to write explanatory texts to convey complex information They would still need to know how to prepare and deliver oral presentations and communicate with other scientists World progress in science depends on literate scientists So if we can agree that content specific literacy skills are vital to the work of the scientist the historian and the mathematician we must then ask who is best prepared to teach these skills Who should teach students how to write a story proof to solve a math problem Who should teach students how to dissect primary source documents to learn about a historical period Who should teach students how to use experimental data to construct an argument about a scientific principle Confining literacy skills to the ELA classroom makes about as much sense as allowing students to use wooden pencils only in wood shop As a Using Data facilitator I once conducted a session for all of the Data teams in one New York City school Each Data team represented a different academic discipline During this session the teachers themselves answered the question about who has the responsibility to teach literacy As we drilled down into the data for each subject

    Original URL path: http://www.teachingmatters.org/node/258 (2016-02-13)
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  • Rohatyn Prize for Schools Where Teaching Matters | Teaching Matters
    Teaching Matters Submitted by Lynette Guastaferro on Thu 03 08 2012 3 43pm Teacher effectiveness is a hot topic these days but lately the conversation and investment has focused on teacher evaluation While measuring teachers effectiveness is a significant first step more important will be to use this information effectively and strategically to develop retain and reward effective teachers There is no question that teaching matters Accordingly this year s 15 000 Elizabeth Rohatyn Prize will highlight innovations in the area of teacher capacity building and effectiveness Teaching Matters is seeking nominations to highlight replicable school based strategies that education leaders implement in this area Teaching Matters urges you to nominate a school principal whose leadership results in an academically rigorous and innovative learning environment This year s submissions will be accepted from all publicly funded K 12 schools in the New York metropolitan area within a 100 mile radius of New York City The application and criteria for the Elizabeth Rohatyn Prize are available here Teachers parents principals and network leaders are encouraged to submit nominations There are schools that inspire and develop great teachers Do you know one Click Here to Nominate View the discussion thread Elizabeth Rohatyn

    Original URL path: http://www.teachingmatters.org/node/253 (2016-02-13)
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  • Even Nothing Can Be Something | Teaching Matters
    achievement gap Counterintuitively teams can be excited to find a significant difference in performance between different sub groups within their schools They re not happy that a gap exists they re just glad that they ve found it But when you do the analysis and find no gap you should be just as pleased if not more so Keep disaggregating the data using different criteria but if you don t find any achievement gaps in the end enjoy the discovery that your school seems to be providing relatively equitable educational opportunities for all of your students What does it mean when testing data shows even performance across strands It s a clear path to drill down into a content strand where students are clearly showing deficiency But when strand data doesn t provide easy answers it s time to start looking for pervasive problems that reach across strands Could students be having trouble with multi step problems in Algebra Geometry and Measurement alike Are students having vocabulary issues regardless of whether the question is asking for a literary response or critical evaluation A deeper look within the individual strands can usually reveal more fundamental problems What does it mean when students leave answers blank While a telling distractor answer might give you insight into why students got the wrong answer a significant number of blank answers can signal that students didn t even understand the question It also might indicate a problem with stamina if students are leaving a lot of questions blank towards the end of the exam A student guessing blindly has a one in four chance of making a lucky choice but blank answers are often deafening in their silence What does it mean when surveys show ambivalence from respondents Surveys often measure participant attitudes using a

    Original URL path: http://www.teachingmatters.org/node/246 (2016-02-13)
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  • Save the Date: Teaching Matters to Honor Linda Darling-Hammond on October 18, 2011 | Teaching Matters
    and Innovation at our annual Champions of Education and Innovation celebration Linda Darling Hammond is an authority on school reform educational equity and teacher quality In 2007 Education Week named her one of the 10 most influential people in the field of education over the last decade David Pogue Emmy award winner and New York Times technology writer will deliver the keynote address The event will take place at noon

    Original URL path: http://www.teachingmatters.org/node/241 (2016-02-13)
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  • In the News: Teaching Matters at Chelsea High School | Teaching Matters
    of Juniors passed this year s English and US History Regents exams with comparable gains seen among Sophomores who took the Science Regents Teaching Matters has worked in partnership with Chelsea High School for three years to help build a school culture of professional learning planning and collaboration During the 2010 2011 school year Senior Educational Consultants Jelbin DeLaCruz and Judith LeFevre worked with 18 teachers across grade levels and subject areas with a specific focus on improving student writing outcomes DeLaCruz and LeFevre supported staff in the creation of grade specific writing prompts and rubrics aligning the curriculum to the school s instructional priorities Using Writing Matters as a model the school administered a baseline writing assessment to identify deficiencies and strengths among the student population Throughout the year teams came together to check in on student progress and revise instructional resources as needed According to DeLaCruz When we administered the end of year assessment we saw a measurable improvement in students writing skills in the problem areas we d identified in September We also noticed more students taking ownership of the writing process fostering an atmosphere of self directed learning Teaching Matters is committed to helping schools produce

    Original URL path: http://www.teachingmatters.org/node/234 (2016-02-13)
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  • Teaching Matters Awards First Annual Elizabeth Rohatyn Prize to Jeanne Rotunda, Principal of West Side Collaborative | Teaching Matters
    Rotunda plans to use the award to build teacher effectiveness through the expansion of the school s online system The goal of the Rohatyn Prize is to recognize a school leader who has launched innovative practices in his or her school and to provide funding to support efforts to expand those practices Before presenting the prize Elizabeth Rohatyn addressed the crowd of over 100 principals and school leaders When we started Teaching Matters 17 years ago we did so with a vision of today in mind A today defined by all of you hard working imaginative and committed school leaders who creatively promote good instruction and student success by applying the innovations made possible by technology Rohatyn said During her acceptance speech Ms Rotunda thanked her fellow nominees This is a terrific recognition for our school community We are so thankful for this award and we learned a lot in this process There are so many schools doing thoughtful innovative work It is nice to be a part of such a significant network of schools Thank you for letting us learn from all of you Rotunda said Elizabeth Rohatyn is a champion of innovation and education Driven by the belief that technology could be used to engage urban students struggling to read and write Mrs Rohatyn joined forces with former teachers principals and technology experts and founded Teaching Matters in 1994 Funding for the Elizabeth Rohatyn Prize for School Innovation is made available by contributors to the Elizabeth Rohatyn Innovation Fund The Rohatyn Prize trophy is a perpetual award that will be passed on from year to year Each year the new recipient s name will be engraved onto the award West Side Collaborative was one of five finalists including Academy Street Elementary in Bayport Long Island Bell Academy Q294

    Original URL path: http://www.teachingmatters.org/node/233 (2016-02-13)
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