Summary
Contents
Subject index
“This book brings new focus to the rich history of ideas and strategies shown to improve student learning, helping educators at all levels see not only the value of using proven strategies, but the importance of integrating those strategies into purposeful improvement efforts.”
—Thomas R. Guskey, Distinguished Service Professor
Georgetown College
“This is a book of action. The author calls for leaders in school communities to be bold, courageous, committed, and aggressive in the actions required to achieve desired increases in student learning.”
—Charles Patterson, Educational Consultant
Former President, Association for Supervision and Curriculum Development
Dramatically raise student achievement by engaging educators in collaborative curriculum design and professional development!
Teachers, teacher leaders, principals, and staff developers can build a collaborative culture and improve staff and student performance with this content-focused, step-by-step model that ties curriculum design to teacher growth. Kay Psencik provides a powerful process whereby teachers work together in teams to examine standards, gain a deep understanding of content, create curriculum maps, and design common formative assessments. Professional development leaders can inspire and challenge teachers to:
Confront assumptions about learning and professional development; Clarify and establish complex standards; Embed conversations about the curriculum into daily work
With hands-on tools, templates, and resources, readers can help teachers become more skilled in their instruction, create a school-based curriculum that is tied to standards, and accelerate the learning of both students and staff.
Using Effective Grading and Parent Reporting Practices
Using Effective Grading and Parent Reporting Practices
Assigning grades and reporting on student learning is an inherently subjective process. It is an exercise in professional judgment that involves one person making evaluative decisions about the achievement or performance of another person. For this reason, efforts to develop completely objective grading or reporting systems are largely in vain.
Valid grading is not a mechanical process. It's also not a process that can be made more valid with mathematical precision or through the use of sophisticated technology. Teachers at all levels must be clear about their grading standards, the various components that will be considered in determining grades, the criteria that will be used to evaluate those components. Buy while clearly articulated standard and grading criteria can enhance the validity of grades as accurate reflections ...
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