Posts Tagged ‘Coaching Strategies’

Principals value coaching

Principals value coaching, but the model still isn’t widespread

https://www.educationdive.com/news/principals-value-coaching-but-the-model-still-isnt-widespread/564442/

Not only does the coaching model benefit principals and teachers, it retains veteran educators who have spent most of their professional lives honing their teaching craft. Not all educators want to climb the administrative hierarchy, and the coaching model gives this group the opportunity to become teacher leaders who pass on their insight to the next generation.

recent evaluation also found when effective teachers act as coaches to multiple teachers, students gain in areas like math skills.

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more on principalship in this IMS blog
http://blog.stcloudstate.edu/ims?s=principal

Standards, Assessments and Rubrics

Standards, Assessments and Rubrics

http://gazette.teachers.net/gazette/wordpress/hal-portner/standards-assessments-rubrics/

Standards

Communicating Students convey information, describe process, and express ideas in accurate, engaging, and understandable ways.

Researching Students identify and access a variety of resources through which they retrieve and organize data they have determined to be authentic and potentially relevant to their task.

Thinking Critically Students use structured methods to weigh the relevance and impact of their decisions and actions against desired outcomes and adjust accordingly.

Thinking Creatively Students comprehend and employ principles of creative and productive problem solving to understand and mitigate real-world problems.
Keep in mind, however, that standards don’t prepare students for anything. They are a framework of expectations and educational objectives. Without the organization and processes to achieve them, they are worthless.

Student Assessment

Significance An instructionally useful assessment measures students’ attainment of a worthwhile curricular aim—for instance, a high-level cognitive skill or a substantial body of important knowledge.

Teachability An instructionally useful assessment measures something teachable. Teachability means that most teachers, if they deliver reasonably effective instruction aimed at the assessment’s targets, can get most of their students to master what the test measures.

Describability A useful assessment provides or is directly based on sufficiently clear descriptions of the skills and knowledge it measures so that teachers can design properly focused instructional activities.

Reportability An instructionally useful assessment yields results at a specific enough level to inform teachers about the effectiveness of the instruction they provide.

Nonintrusiveness In clear recognition that testing time takes away from teaching time, an instructionally useful assessment shouldn’t take too long to administer—it should not intrude excessively on instructional activities.

Performance Assessment

Rubrics