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Resource Use And Instructional Improvement Strategies At The School Site
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Book Synopsis Resource Use and Instructional Improvement Strategies at the School Site by : Ronald D. Tolman
Download or read book Resource Use and Instructional Improvement Strategies at the School Site written by Ronald D. Tolman and published by . This book was released on 2008 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how twelve individual schools in Wyoming utilized resources and implemented instructional strategies to organize, prioritize and plan for improved student performance. This study identified school improvement strategies, resource use in school, and the alignment between school improvement strategies and resource use in those schools. The study attempted to identify resource strategies and/or instructional improvement strategies that appeared to be more associated with schools making larger student performance gains than other schools. This study served to inform a larger study supervised by Lawrence Picus and Associates who were conducting research for the Wyoming State Legislature. This study was duplicated by approximately 19 other researchers during the same time frame for this purpose. Ten school principals were interviewed and data were collected regarding the instructional strategies of the school, resource use practices in the school, the degree of alignment between instructional strategies and resource use, and practices that appeared to be more associated with student performance improvement. Data were collected to compare actual resource use to the Wyoming education finance funding model. All data were reviewed and a case study for each school was written following an outline prescribed by Picus and Associates. The data in the case studies were then analyzed and formed the basis for the conclusions of this study. Several conclusions were reached in this study. The study found that while schools employed a variety of instructional strategies for school improvement five instructional strategies were common in the schools. The study found that schools allocated resources in traditional ways while beginning to reallocate resources more in line with the Wyoming funding model. The study found that schools aligned instructional strategies and resource use to some degree and it was found that the schools were not able to track resource use and instructional strategy alignment in detail. No conclusive findings were found as to which practices were more associated with student performance improvement although some possible promising practices were identified.
Book Synopsis A Study of Wyoming School Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools by : Elizabeth Skiles Parady
Download or read book A Study of Wyoming School Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools written by Elizabeth Skiles Parady and published by . This book was released on 2013 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intersection of the accountability measures found in NCLB with the legislative response to the Campbell decisions in Wyoming has resulted in an unprecedented focus on accountability for student achievement and resource use. Funding provided to schools has increased with a concomitant drive for accountability and transparency, the publication of scores for schools, and legislative focus on the results generated from increased appropriations. The present study was designed to assess how the funding was actually implemented and was combined with studies from other researchers into an overall report from Lawrence O. Picus and Associates into a report for the Wyoming Legislature. The study provides a meaningful snapshot of school resource use in the first decade of the new century in Wyoming with a new school funding formula. Eight elementary schools were studied, with four classified as small schools with less than fifty students each and four prototypical schools with up to 220 students. The study compared the resource allocation basis used in the Wyoming Funding Model to school level resource use and assessed the use of school resources as applied to instructional improvement and student learning, using both baseline and follow up surveys along with site visits for data gathering. An initial survey and site visit was completed along with a follow up survey five years later. Generally the schools adopted a range of instructional strategies that were supported by current research and were grouped into ten elements. Nine of the ten groups of instructional strategies were considered common in that they were adopted by more than half the schools in the study, while only one (shared instructional leadership) was adopted by less than half of the schools in the study. The reported use of school resources by the prototypically sized schools were generally aligned with the resource allocations generated under the Wyoming Funding Model, although for small schools this alignment was less clear. As a result of this study, one recommendation is to broaden the specific use of the change in the structure of school time that was identified during the follow-up survey. A second recommendation is to recognize that technology is the next issue of equity. Careful allocation of funds and adherence to implementation of technologic advances is likely to improve equity for all students across Wyoming. A third recommendation is to note that the Wyoming Funding Model is a complex system and therefore open to improvement. Essentially, the Wyoming Funding Model is limited as a block grant vehicle for local decision-making. Thus, the continued refinement of the model and the ongoing allowance for local decision making likely provide the best balance between state centralized decision-making and local control. A fourth recommendation is to carefully consider further research into small school funding and the issues unique to these schools. Small schools work with a much smaller resource base, such that routine services available in larger schools are unavailable in smaller ones. Such small schools reported constant pressure from recruitment of their teachers from larger, higher paying schools and districts. Respondents were unanimous in their agreement that the use of data strengthens their school's focus on sustained student success and timely, targeted intervention. Finally, there was consensus that funding received under the Wyoming Funding Model is sufficient in both small and prototypical schools.
Book Synopsis Systems for Instructional Improvement by : Paul Cobb
Download or read book Systems for Instructional Improvement written by Paul Cobb and published by Harvard Education Press. This book was released on 2020-01-15 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers’ growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement. Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers’ instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals’ time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning. Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.
Book Synopsis An Analysis of Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools by : Alexander J. Ayers
Download or read book An Analysis of Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools written by Alexander J. Ayers and published by . This book was released on 2008 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Professional Learning Communities by : Patrick Baccellieri
Download or read book Professional Learning Communities written by Patrick Baccellieri and published by Shell Education. This book was released on 2009-07-15 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brand-new resource uses data in decision making to improve student learning by promoting a school-wide learning community. It is written to help motivate staff to participate in choosing goals and instructional strategies while keeping the focus on improving student achievement.
Book Synopsis School Funding and Resource Allocation by : Shelly R Wall
Download or read book School Funding and Resource Allocation written by Shelly R Wall and published by . This book was released on 2012 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the 2006-2007 school year, the State of Wyoming adopted an evidenced-based school funding model. The Wyoming funding model reviewed in this study is considered an evidence-based approach, utilizing expert judgment to determine educational funding. In an evidence-based approach, educational strategies are identified and a dollar figure is attached to implementing them. Lawrence O. Picus and Associates along with the Wyoming Legislature's Select Committee on Recalibration, The Legislative Service Office, and the Wyoming Department of Education reviewed evidence-based approaches to educational funding and developed an educational basket designed to help students meet proficiency on the Wyoming standards. Recommendations were made for the implementation of various instructional strategies and staffing levels with the aim of maximizing student achievement. After the new Wyoming funding model was implemented in 2006, the state of Wyoming commissioned Lawrence O. Picus and Associates to conduct a statewide investigation of the degree to which schools and districts were implementing the model recommendations. The first phase of this study was part of the larger Picus study. Data were collected from 10 schools in two Wyoming districts in 2007. An independent follow-up study was conducted in 2012. The overarching purpose of this research was to determine, six years after implementation of the model, characteristics of the reform practices in the 10 schools in two districts studied in 2007. This study provides allocation details of how the districts/schools have implemented instructional strategies and allocated staffing resources to specific dimensions of the school improvement process. Specifically, it first explored the instructional improvement strategies used and the alignment of school resource usage practices to the funding model recommendations upon implementation of an evidence-based funding model. It then compared the strategies and resource usage in 2007 to those in place in 2012 to determine if changes had occurred since the Wyoming funding model was initiated. Second, it investigated whether there were resource practices and/or instructional improvement strategies that appeared to be more associated with schools making larger student performance gains as demonstrated by the Wyoming state test, PAWS. Since implementation of the Wyoming Evidence-Based Funding Model in 2006, schools in this study have made changes in resource allocation and implementation of instructional strategies; furthermore the schools have changed the complexity of the instructional strategies and implemented them with more breadth and depth. This study finds that effective instructional improvement strategies in the areas of restructuring the learning environment, implementing PLCs, providing opportunities for collaboration, and integrating effective instructional leadership practices were important to school improvement and student achievement. Overall, the districts in the study have attempted to align human resource category usage more closely to funding model recommendations although it was not possible to find commonalities in student achievement linked to staffing allocations. Since the Wyoming Evidence-Based Funding Model was enacted in 2006 proficient and advanced performance on PAWS has increased.
Book Synopsis Building School-based Teacher Learning Communities by : Milbrey Wallin McLaughlin
Download or read book Building School-based Teacher Learning Communities written by Milbrey Wallin McLaughlin and published by Teachers College Press. This book was released on 2006-01-01 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.
Book Synopsis Strategy in Action by : Rachel E. Curtis
Download or read book Strategy in Action written by Rachel E. Curtis and published by Harvard Education Press. This book was released on 2009-09-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: (1) understanding what the work is—a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the work—a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational “habits of mind” that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development.
Book Synopsis High-Impact Instruction by : Jim Knight
Download or read book High-Impact Instruction written by Jim Knight and published by Corwin Press. This book was released on 2013 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: Small changes can lead to big results! Best-selling author Jim Knight presents the high-leverage strategies that make the biggest difference in student learning. Featuring checklists, numerous observation tools, and online videos of teachers implementing the practices, this revolutionary book focuses on the three areas of high-impact instruction: Content planning, including using guiding questions, learning maps, and formative assessment Instructional practices such as the use of thinking prompts, effective questions, challenging assignments, and experiential learning Community building, in which you shape a classroom culture that promotes well-being, creativity, learning, and high expectations
Book Synopsis Testing, Teaching, and Learning by : National Research Council
Download or read book Testing, Teaching, and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Book Synopsis Improving Standards-Based Learning by : Judy F. Carr
Download or read book Improving Standards-Based Learning written by Judy F. Carr and published by Corwin Press. This book was released on 2009-05-21 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is the best nuts-and-bolts guide for improving teaching and learning in our schools. Carr and Harris have been successful in every school district they have consulted in. Now we have access to their insight and experience in a book that is perfectly laid out with examples and worksheets to guide successful instructional improvement. If you′re serious about instructional leadership, this is the one book you need on your desk." —Kenneth W. Eastwood, Superintendent Middletown City School District, NY Use this tool kit to develop a high-quality curriculum that impacts student learning! Although schools and districts across the country have made notable strides in their instructional programs, educators continue to struggle with developing curriculum that addresses each learner′s needs and strengths, is aligned to instruction and assessment, supports standards-based learning, and results in increased student learning. In this book, the authors provide a curriculum and improvement process that not only shows school leaders how to design a strong, coherent curriculum but also leads the reader through the critical processes of implementing and then evaluating that curriculum for instructional improvement. This resource is packed with ready-to-use tools that can be tailored to meet site-specific needs and includes examples from schools and districts, proven strategies, guidelines and worksheets, graphics and vignettes that illustrate key points, and questions that promote reflection. The book addresses key issues, including How is curriculum put together? Who should be involved and what should be included? How should we go about it and how long will it take? What should be considered during implementation? How is curriculum evaluated? Whether you are experienced or just getting started, Improving Standards-Based Learning provides an accessible framework with numerous tools for developing a curriculum that can generate substantive improvement in teaching and learning.
Book Synopsis Classroom Instruction that Works by : McRel
Download or read book Classroom Instruction that Works written by McRel and published by . This book was released on 2008-01-30 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Data Analysis for Continuous School Improvement by : Victoria L. Bernhardt
Download or read book Data Analysis for Continuous School Improvement written by Victoria L. Bernhardt and published by Routledge. This book was released on 2017-09-19 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data Analysis for Continuous School Improvement provides a new definition of school improvement, away from a singular focus on compliance, toward a true commitment to excellence. This book is a call to action. It is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher and learning for every student through the comprehensive use of data. A culmination of over 30 years of doing the hard work in schools and districts both nationally and internationally, Data Analysis for Continuous School Improvement shares new, evidence-based learnings about how to analyze, report, communicate, and use multiple measures of data. The updated edition provides a wealth of tools, protocols, timelines, examples, and strategies that will help schools and districts become genuine learning organizations.
Book Synopsis School-Based Instructional Rounds by : Lee Teitel
Download or read book School-Based Instructional Rounds written by Lee Teitel and published by Harvard Education Press. This book was released on 2020-01-15 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: In School-Based Instructional Rounds, Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds—one of the most innovative and powerful approaches to improving teaching and learning—has been taken up by districts across the country and around the world. Now Lee Teitel, an originator of this transformative practice, explores one of the most promising ways in which it is being adapted in the field: implementing instructional rounds networks within, rather than across, K–12 schools. In School-Based Instructional Rounds, Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Expanding rounds to include teachers, for instance, offers opportunities for a more direct connection to instructional improvement. Other areas of experimentation include increasing the frequency of visits, engaging participants across diverse roles, and modifying the structure or focus of rounds work. School-Based Instructional Rounds represents an invaluable resource for educators involved in instructional rounds. It marks a significant addition to the literature on this evolving practice."
Book Synopsis Learning to Improve by : Anthony S. Bryk
Download or read book Learning to Improve written by Anthony S. Bryk and published by Harvard Education Press. This book was released on 2015-03-01 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
Book Synopsis Strategic Management of Human Capital in Education by : Allan R. Odden
Download or read book Strategic Management of Human Capital in Education written by Allan R. Odden and published by Routledge. This book was released on 2011-03 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic Management of Human Capital in Education offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital." Grounded in extensive research and examples of leading edge districts, this book shows how the entire human resource system in schools—from recruitment, to selection/placement, induction, professional development, performance management and evaluation, compensation, and career progression—can be reformed and restructured to boost teacher and principal effectiveness in ways that dramatically improve instructional practice and student learning. Strategic Management of Human Capital in Education guides educators towards putting more effective teachers, teacher leaders, and principals in the country’s schools—especially in poverty-impacted urban and rural communities—equipping those teacher and principals with instructional and leadership expertise, and rewarding and retaining those who are successful in attaining these objectives. Drawing from cases, experiences, and deliberations from a national task force, this book outlines a comprehensive framework for how to transform current human resource management practices into authentic, strategic talent management systems in order to improve student achievement.
Book Synopsis Teaching Quality by : Education Resource Strategies
Download or read book Teaching Quality written by Education Resource Strategies and published by . This book was released on 2009 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resources matter. How well schools and districts use their people, time, and money is often even more important than how much they receive. Education Resource Strategies' extensive research with districts and schools shows that despite differences in school level, size, location, student population, or even instructional focus, high-performing schools organize their resources in very consistent ways. They begin with a clearly defined instructional model and create organizational structures they call "Strategic Designs" that deliberately organize people, time, and money to advance their specific instructional practices. Specifically, high-performing schools organize and use resources to: (1) Invest to continuously improve Teaching Quality through hiring, professional development, job structure, and collaborative planning time; (2) Use Student Time strategically, linking it to student learning needs; (3) Create Individual Attention and personal learning environments. The authors have dubbed these organizing principles the "Big Three" guiding resource strategies. These strategies can either be implemented by individual schools or designed and supported by school districts for implementation at the school level. This brief dives into the specifics of the first principle of Strategic Design. It is intended to jumpstart resource conversations by providing examples, action steps, and probing questions to consider as schools and districts rethink their resources. A bibliography is included. (Contains 17 endnotes.).
