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Presented to the Board of Education, October 7, 2010

Changing the Odds for Student Success

A great teacher, every year,

in every classroom

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The difference between a good and bad teacher can translate into as much as one year’s worth of additional learning per year.

Eric Hanushek, Stanford Economist

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Assessment

Knowing the learners

(WHO)

Curriculum

Knowing the content

(WHAT)

Instruction

Knowing the approach

(HOW)

Skillful Teacher and Leader

Increased Student Achievement

Leadership

Knowing the reason

(WHY)

Technology

Facilitating teaching and learning

Rigor

Relevance

Relationships

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Teachers demonstrate high transformative expectations.

Teachers plan for challenging curricula.

Teachers provide for higher order thinking skills.

Teachers praise effort not intellect and support the concept of flexible mindset (minds are made not born).

Teachers consistently monitor student progress toward learning goals and adjust instruction to close gaps.

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Teachers have a broad research-based repertoire of instructional strategies.

Teachers skillfully and intentionally use proven practices.

Teachers plan for contextual learning, multiple pathways and cultural relevance.

Teachers provide meaningful, purposeful, personalized learning.

Teachers plan for differentiation of learning style, interests, learning rates and complexity.

Teachers provide individual qualitative feedback.

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Teachers know students as learners of content.

Teachers know students as learners across content.

Teachers demonstrate “Warm Demander” persona.

Teachers provide engaging reciprocal learning environments.

Teachers know students as individuals.

Teachers advocate for students.

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Provide for high quality instructional leadership.

Provide a school culture of high expectations.

Reduce the variance in teaching quality from classroom to classroom.

Address learning gaps early and often through ongoing assessment and adjustment.

Address the deep causes of student performance, home environment, prior knowledge, interest and motivation.

Decrease disruptive behavior.

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“The teachers students are assigned to may be more important than the schools they attend.”

Variations in teacher quality “completely dominate any effects of altered class sizes.”

Eric Hanushek, Stanford Economist

Sets high concrete goals and expectations for all students to reach.

Develops a clear vision for schools and promotes staff development, cooperation and cohesion.

Involves teachers in decision making and shared leadership.

Systematically celebrates accomplishments.

Understands research and monitors for instruction across the school.

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Sets clear non-negotiable goals for teaching and learning.

Focuses on creating great teachers and instructional expertise.

Develops a healthy preoccupation with failure, prevention and intervention.

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Effective District Leadership

Effective Instructional Leadership

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WHAT MATTERS MOST

Effective Teaching and Learning