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How does a district move from pockets of improvement in some schools to improvement in most schools and most classrooms, then importantly to improvement in every school, in every classroom? In other words, how does a system or district move to ALL students showing growth and achievement?
It takes leaders who are passionate, committed and selfless to step up and lead confidently and knowledgeably in Communities of Practice.
This paper argues that we must intentionally change the narrative that frames our definition of ‘success’ in education and our priorities for reform. The narrative of choice and autonomy has impeded and undermined our focus on enhancing achievement for every student.
This paper will explore international, national, regional and school data that explicitly demonstrate that if collaboration is seen as purposeful, relevant, and a valuable use of time – then classroom practice is transformed and students learn.
The purpose of this study is to answer what leadership actions are necessary to directly increase all students’ growth and achievement? By first investigating improvement work done in two states: Ontario, Canada, and Queensland, Australia, and in two school regions within these states, the over-arching research question, became clear: “What are the common leadership practices between and within schools and systems that result in improved learning for all students regardless of learning need, ethnicity, gender, socio-economic background or past experiences?”
Designing the Learning Environment for Mathematics and Literacy, K to 8
Understanding the Pathways to Career Readiness Frame: Finding TrueNorth is the first step in Recalculating the Route. It provides us with a series of lenses through which to consider new educational programming that responds to economic and social drivers.
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Sustaining Students’ Increased Achievement Through Second Order Change: Do Collaboration And Leadership Count?
In this paper we delve into the issue of sustainability of student achievement by examining and reflecting upon actions taken by a large school district with which we are associated.
We recently asked more than 500 teachers and administrators, “Why should we put faces on data?” That is, how do we capture the human side of learning?