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  • About Us | Teaching Matters
    student success Our services transform how educators work together at urban public schools helping the most effective teachers develop the skills they need to lead their peers and drive school wide improvement We also partner with school leadership to create a work environment that equips teachers to succeed in the classroom Our Impact Over the course of nearly two decades we have partnered with more than half of New York City s 1 750 plus public schools During the past year we provided in depth programming to approximately 1 600 teachers reaching 23 000 students in over 100 schools the majority in underserved areas An independent researcher validated our approach and found that our pairing of an excellent curriculum with coaching and teamwork produced success In schools with populations of greater than 80 poverty rates students who were taught by teachers in our program achieved statistically significant and meaningful increases in writing performance and critical thinking skills Learn More Teaching Matters values Our core values fuel our commitment to student success and are evident in all aspects of what we do from how we ve designed our services to the way we approach each day of work Partnership We collaborate with educators in pursuit of student success Our partnerships are a dynamic exchange of ideas and we invest deeply in every one of the relationships we have with teachers and administrators Accountability We share ownership of student outcomes with the educators we support and we persist until there s real measurable improvement in teacher effectiveness Pragmatism When it comes to addressing educational inequality there s no single problem or single answer As practitioners working in the classroom with educators we take a balanced approach with practical solutions that account for each school s unique needs Perseverance We re about student

    Original URL path: http://www.teachingmatters.org/cause/about (2016-02-13)
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  • First Name Last Name Email School Organization City State Province Subscribe me to Points of Practice Our Magazine Teaching Matters Services Teaching Matters Blog Please fill all required fields Incorrect

    Original URL path: http://www.teachingmatters.org/form/form.php (2016-02-13)
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  • Collaboration, not conflict, in education | Teaching Matters
    4 44pm Teaching Matters Lynette Guastaferro is co author with a Baltimore principal of an op ed in the Baltimore Sun that describes what s needed to elevate the teaching profession and benefit students Collaboration not conflict in education by Lynette Guastaferro Kirk Sykes After years of bitter disagreements from all sides in the education arena a new approach is evolving This one calls for harmony among the many voices trying to improve things for children And though it s impossible to paper over real differences there is a set of common goals that s resonating for groups as diverse as the American Federation of Teachers AFT and Teach for America TFA With over 50 partner organizations including Teaching Matters which works to develop and retain great teachers in urban school districts the new coalition known as TeachStrong offers a nine point prescription The platform focuses on teacher selection and preparation ongoing teacher support with new ways of structuring teachers environments and teacher career growth opportunities Each component recognizes the need to modernize and elevate the teaching profession in order to best serve students who are at risk of leaving K 12 education unprepared to meet college or adult demands

    Original URL path: http://www.teachingmatters.org/blog/collaboration-not-conflict-education (2016-02-13)
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  • Teacher Leadership in the Spotlight | Teaching Matters
    be a different type of school improvement strategy Rather than top down change led by policy makers teacher leadership is a practitioner led innovation We simply can t impose or execute reforms on or for teachers they must be committed co creators At Teaching Matters we are reading Learning to Improve a recent book by Anthony Bryk and his colleagues from the Carnegie Foundation for the Advancement of Teaching Within is a roadmap for school improvement that contrasts starkly with reform efforts to date We believe it offers a research basis and support for teacher leadership It is based upon improvement science the way other fields like medicine have made dramatic sustainable progress through networks of practitioner led inquiry that look nothing like traditional ed reform Bryk and his co authors emphasize getting the active full engagement of educators to identify and hone the practices that make a difference for students Reforms often expand big ideas too quickly without due attention to developing the micro details that matter most For example doctors treating asthma achieved extraordinary gains in patient health by making simple adjustments such as distributing medication to poor families before leaving the hospital A more well known example hand washing has saved countless lives Even strong educational reform ideas such as the small schools movement have foundered not because they were weak proposals but because they were scaled nationally before practitioners had the body of knowledge required to implement them well Teacher leaders must be part of a fundamental shift in how schools and networks of practitioners learn and improve To create this change states and districts must develop new roles for teachers These roles must be skillfully woven into the structures of school leadership and organized as practitioner networks that extend beyond their classrooms and schools Having

    Original URL path: http://www.teachingmatters.org/blog/teacher-leadership-spotlight (2016-02-13)
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  • Who is Formative Assessment Really For? | Teaching Matters
    teaching and learning in New York City and across the country The first descriptor of the College and Career Ready Student proffered by the Common Core states in bold letters They demonstrate independence Students work without significant scaffolding are able to independently discern and write without prompting More broadly they become self directed learners effectively seeking out and using resources to assist them This sounds great Who could object Similarly Charlotte Danielson s Framework for Teaching provides multiple criteria and indicators in her descriptions of Distinguished practice that emphasize student agency and independence Regarding the student s role in assessment she is quite specific For Component 1f Designing Student Assessments distinguished practice might include that Students are actively involved in collecting information from formative assessments and provide input Hers is not a new idea The fundamental principle that students should become owners and consumers of their own learning data has been well researched and proven effective And yet it is not widely practiced We at Teaching Matters work with many teachers and teacher teams who are highly skilled in the teacher driven uses of formative data Making immediate instructional adjustments Making near future instructional adjustments Making last chance instructional adjustments But classroom environments where students regularly make their own learning tactic adjustments based on formative data are more rare We aim to change this The Mastery Connect tool provides affordances that can help teachers down this path Teachers can conduct online polls and quizzes where students can see the results both individually and aggregated as a class instantaneously Students can get scores from individual standards aligned assessments immediately and reflect upon them to adjust learning tactics Finally the tool presents students with an individualized dashboard where each can monitor her or his progress across each assessment and in all the

    Original URL path: http://www.teachingmatters.org/blog/who-formative-assessment-really (2016-02-13)
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  • It’s 9 am. Do You Know Where Your Students Are? | Teaching Matters
    bring them to the next level will be scattershot at best The growth of high stakes testing and accountability has only added weight to the need to monitor student progress with accuracy These days we count the state among the parties interested in how your students are progressing deeply interested Two and a half years into adoption of the Common Core Standards in New York teachers know that their ability to track student progress on mastery of the standards has become a professional imperative At the same time innovation in the education technology space has produced an abundance of tools to track student progress At Teaching Matters we keep tabs on these things with an eye towards three critical features ease of use quality of the data and the ability of the data source to inform and improve practice In September 2014 we launched a network wide initiative to track student mastery of standards using a tool called Mastery Connect The tool consists of two main components trackers which provide an easy to read dashboard of student mastery progress on standards aligned assessments and and a social network through which teachers can share assessments We presently have 15 schools piloting the tool with implementations ranging from small teams of teachers to whole school adoption The results have been encouraging Here are three quick highlights Standards Alignment Teachers report that the process of aligning assessments to standards question by question has resulted in higher quality and better targeted assessments Professional Collaboration Training a keener eye on the the alignment of assessments has resulted in more productive conversations in team meetings Teams looking at common assessments are easily able to drill down into comparative views of student progress across a grade to move from there to item analysis and discussions about instructional

    Original URL path: http://www.teachingmatters.org/blog/it%E2%80%99s-9-am-do-you-know-where-your-students-are (2016-02-13)
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  • Teaching Matters Celebrates 20 Years, and Honors Our Founder | Teaching Matters
    Rohatyn a champion of public education and the woman who made it all possible Tweed Courthouse headquarters of New York City s Department of Education was the lovely site for the festivities Chancellor Carmen Fariña paid tribute to Teaching Matters long standing role in supporting teachers throughout New York City and her personal experience when a superintendent with Teaching Matters exceptional quality support We know our partnership will continue Chairman of the Board Olga Votis kicked off the evening with a warm welcome to all and a special tribute to Mrs Rohatyn whose daughter Nina Griscom spoke on behalf of her mother Lynette Guastaferro our Executive Director gave heartfelt thanks to Mrs Rohatyn for her personal mentorship and visionary leadership Lynette continued with a reflection about her own years teaching in Baltimore and both the daunting and gratifying responsibility for students education She laid out some numbers too In our work to increase teacher effectiveness and help close the achievement gap we ve touched the lives of over 500 000 school children We ve directly coached over 30 000 teachers And we ve partnered with more than 900 schools In our most recent program evaluation we found increases in student achievement across nearly all grades in the schools evaluated In some grades our students soared For example our intensive partner schools posted an 18 increase in the number of their proficient fifth grade math students Brian Rosenbloom Principal of Chelsea Career and Technical Education High School in Manhattan paid tribute to Teaching Matters impact in the years since he came to the school as a turnaround principal They re our partners he said What they gave our teachers nobody else was able to do Teaching Matters has allowed us to give our teachers a level of support unparalleled in the

    Original URL path: http://www.teachingmatters.org/blog/teaching-matters-celebrates-20-years-and-honors-our-founder (2016-02-13)
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  • Teacher Leaders: Planting a flag – or foot – in the classroom | Teaching Matters
    s enough to counteract the challenges the profession faces such as its pink collar tradition lack of voice and lack of advancement opportunities The idea of teacher leadership is to work in the classroom but to affect people beyond the classroom to create this into a profession like medicine so the teacher has the respect and the status The goal of teacher leadership also includes improving teacher effectiveness very directly through the collaborative help that an experienced teacher can give a colleague In New York Teaching Matters is working on a project that helps teacher leaders facilitate teams working with special populations to address their students needs better But teacher leadership is not yet universally understood or embraced Johnson explains that there are three powerful norms of teaching that this new model for structuring schools challenges They are respect for individual teachers autonomy privacy and seniority Though these old assumptions can make pay a sticking point there are ways around the problem and some unions have in fact embraced new ways for teachers to be compensated if there is a clear recognition that the pay is for additional duties or in recognition of specified criteria The 2010 Baltimore Teachers Contract is an early example called remarkable by Moore Johnson Says Marietta English head of the Baltimore Teachers Union Our contract really revolves around teachers having a voice and teachers being able to choose a pathway for their career She says that while merit pay was once considered a third rail in teacher compensation the vast majority of her members don t want to go back to the previous system which relied on years in service and degrees and appreciate the chance to advance at their own pace according to how aggressive they are in moving up the ladder as far as getting pay for the performance they do Good principals can also overcome resistance to teacher leadership Moore Johnson says I think principals are absolutely critical in what happens with these roles I do think in some cases principals won t let go There are pioneers however Katherine Boles credits principal Jerry Kaplan with unflagging support decades ago when she and her colleague Vivian Troen were first talking about the teacher leadership they were developing with him in their school He was our leader but he gave leadership to us as well We began to go to conferences and speak People would always say Can we call your principal It astounded us We said No you can call us if you want to know anything more That s the way he wanted it to be And there is a benefit that goes directly to principals teacher leadership can help distribute their very heavy workload Overcoming resistance may also involve a very structured teacher leadership program In New York City at the Department of Education Donalda Chumney is leading implementation of a federal Teacher Incentive Fund effort to make crystal clear who teacher leaders are and how they are selected Back

    Original URL path: http://www.teachingmatters.org/blog/teacher-leaders-planting-flag-%E2%80%93-or-foot-%E2%80%93-classroom (2016-02-13)
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