Tag Archives: Good to Great Teaching: Focusing on the Literacy Work that Matters

#SOL19: Day 7 SOLSC


Lucky Day 7

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On Day Seven . . . Using the Throwback Time Machine . . .

Quality Instructional Practices

  • How do teachers improve?
  • How do they know what to improve?
  • How can teachers be given an opportunity to rethink, reflect, and revise with support?

This post began four years ago today, March 7, 2015. But the content remains pertinent.

What is the source of teacher improvement?  Is it “Professional Development”? Is it “Professional Learning”? Is it time for “Reflection”? Are there some features that should be present for all teachers?

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Doug Fisher, Visible Learning

 

Collective Teacher Efficacy – John Hattie – effect size of d=1.57 (approx. 4 years growth)

Feedback – effect size of d=0.72 ( half of Collective Teacher Efficacy)

The message seems to be clear: together teachers can achieve more, especially if they collectively believe that they can do so!

How Leaders Inspire Teachers . . .

But what if . . .

These discussions / conversations were a part of “regular business” in all our schools . . .

How do I know I am using my instructional time wisely? 

How do I know my students are learning?

One professional filter might be Good to Great Teaching: Focusing on the Literacy Work that Matters . . .

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Good to Great Teaching by Dr. Mary C.Howard

Where is the learning?

Are pendulum swings the result of information overload or the lack of solid grounding in the research/understanding WHY?

A search for FUN?

A search for the EASY button?




Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this daily forum in March from Two Writing Teachers. Check out the writers, readers and teachers here.

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