How Teachers Can Turn Data into Action

How Teachers Can Turn Data into Action

Author: Daniel R. Venables

Publisher: ASCD

ISBN: 9781416617587

Category: Education

Page: 149

View: 960

" From state and Common Core tests to formative and summative assessments in the classroom, teachers are awash in data. Reviewing the data can be time-consuming, and the work of translating data into real change can seem overwhelming. Tapping more than 30 years' experience as an award-winning teacher and a trainer of PLC coaches, Daniel R. Venables, author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams, soothes the trepidation of even the biggest ""dataphobes"" in this essential resource. Field-tested and fine-tuned with professional learning communities around the United States, the Data Action Model is a teacher-friendly, systematic process for reviewing and responding to data in cycles of two to nine weeks. This powerful tool enables you and your teacher team to * Identify critical gaps in learning and corresponding instructional gaps; * Collaborate on solutions and develop a goal-driven action plan; and * Evaluate the plan's effectiveness after implementation and determine the next course of action. With easy-to-use templates and protocols to focus and deepen data conversations, this indispensable guide delineates exactly what should be accomplished in each team meeting to translate data into practice. In the modern sea of data, this book is your life preserver! "

Facilitating Teacher Teams and Authentic PLCs

Facilitating Teacher Teams and Authentic PLCs

Author: Daniel R. Venables

Publisher: ASCD

ISBN: 9781416625216

Category: Education

Page: 165

View: 269

As professional learning communities become more widespread, educators have learned that they can't simply form grade-level or subject-area teams and call it a day. To profoundly affect teacher practice and student learning, PLCs need strong and knowledgeable leadership. In Facilitating Teacher Teams and Authentic PLCs, Daniel R. Venables draws on his extensive experience helping schools and districts implement effective PLCs to explore this crucial but often-overlooked need. Taking a two-pronged approach to PLC facilitation, Venables offers targeted guidance both for leading the people in teacher teams and for facilitating their work. This practical resource provides * Strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in. * Field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time. * Tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during use of protocols. Current and prospective PLC facilitators at every grade level will find this book an essential guide to navigating the challenging and rewarding endeavor of leading authentic PLCs. Build your skills, and help your team rise to the next level.

Inclusion and Diversity in Education: Inclusive pedagogy in curricula and classrooms

Inclusion and Diversity in Education: Inclusive pedagogy in curricula and classrooms

Author: Peter Hick

Publisher:

ISBN: UOM:39015079338458

Category: Inclusive education

Page: 424

View: 391

This 4-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are 'looked after' in public care, and other dimensions of exclusion arising from social class, gender or sexuality. The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular. Three cross-cutting themes are represented across all four volumes: a chronological approach, showing how key concepts and perspectives have developed in each area of the literature; identified groups of learners; developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race; and, contexts for learning - such as urban education and global or comparative perspectives

Reflective Teaching in Secondary Education

Reflective Teaching in Secondary Education

Author: Andrew Pollard

Publisher: Burns & Oates

ISBN: UVA:X004133683

Category: College teachers

Page: 528

View: 254

This book is intended to provide flexible and comprehensive support for school-based and school-focused teacher education, in a wide range of circumstances. It is an excellent resource for students, teachers, mentors and tutors, and can be used in almost any form of professional development activity. The book is full of Practical Activities and Notes for Further Reading. It is a comprehensive and innovative handbook which deals with every significant aspect of secondary school teaching.

Introduction to Research Methods

Introduction to Research Methods

Author: R. B. Burns

Publisher:

ISBN: PSU:000032784954

Category: Education

Page: 509

View: 219

First published in 1990, this third edition of a text for students of education and the social sciences now includes new chapters on ethics, correlational techniques, analysis of variance, and historical research. Emphasises the use of computers in research. Provides additional self-test questions for instructors, and answers. Includes index. The author teaches in the Faculty of Education at the University of Brunei.