Accountability for learning: how teachers and school leaders by Mr Douglas B Reeves PH.D.

By Mr Douglas B Reeves PH.D.

Explains easy methods to remodel responsibility from damaging and demoralizing accounting drills right into a positive decision-making method that improves instructing, studying, and management. Encourages educators to turn into proactive in constructing student-centered responsibility structures. those structures catch the various features of training that try rankings don?t reveal-they inform the tales in the back of the numbers. indicates how educators can create responsibility structures that improve instructor motivation and result in major advancements in scholar success and fairness, even in ordinarily low-performing faculties. Explains tips to construct a student-centered responsibility method by way of studying key symptoms in educating, management, curriculum, and guardian and neighborhood involvement. targeting the study room, it outlines how academics can develop into leaders in responsibility by utilizing a four-step means of commentary, mirrored image, synthesis, and replication of powerful educating practices. ultimately, the writer discusses the function of neighborhood, country, and federal policymakers and corrects the myths linked to No baby Left in the back of.

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These are the students who used to fail Algebra I three times and were our 18-yearold sophomores before anyone seemed to notice that we had a problem. Some of them learned to play the game, received Ds, and were therefore totally invisible because they appeared to be successful. But we always knew that Ds were just the coward’s Fs—failure that no one was willing to name. When I first came here, I found that 61 percent of students failing the high school exit examination had been routinely receiving Cs and Ds—good enough to get by, they thought.

Their main investment appears to be in cardboard, tape, glitter, and Post-It notes— probably less than a fraction of the cost of many middle school reforms that have been launched and subsequently dissolved into oblivion. Is their principal exceptional? Perhaps only in her recognition that she cannot be the universal expert in every area and her understanding that no federal law requires that faculty meetings be convened by someone with an administrator’s license. In fact, the most exciting part of Thompson Middle School is how ordinary the circumstances are and how extraordinary the results are.

We hate it. Or at least we used to. Hey, we were getting hammered by the newspaper, by the board, by the public—our scores were out there anyway. At least now—in this room—we focus on our strengths, we ask questions, we get answers. It’s like living in a laboratory. It’s not always comfortable, but it beats the heck out of the old ways of annual scores, anger, and excuses. I’m not saying I like it yet—I told Connie it would never work. But I have learned a few things, and I think I’ve been able, for the first time in 20 years, to share things with my colleagues.

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