be properly addressed through one’s teaching so that educators need to collaborate so that they
In urban priority school districts, educators emphasize the importance of graduation. The expectation of all educators should be that every child can learn and will graduate. It is through graduation that society begins to combat poverty. In New Haven Public Schools, where graduation rates are higher than comparable districts in the state of Connecticut, they are not inclusive of all public school students. It is through collaboration with the University of Chicago and the Consortium on School Research that freshman on-track indicators have been defined and implemented in one high school in the city. It is the purpose of this study to determine the effectiveness of the use of early warning indicators to increase the high school graduation
Educational opportunity program at Cal Poly Pomona and all other twenty three California State University campuses address the access and equity for these minority group of students in higher education to provide support services for low income, first generation students from historically disadvantaged backgrounds. These educational institutions have been successful in increasing both the higher education attendance rates and educational attainment of students from low-income, first-generation college, and underrepresented ethnic minority backgrounds.
Another key theme through the standards was the emphasis on collaboration with leaner’s and fellow teachers. It seems to be important part of teaching learners and working well with other teachers. The standards emphasize on
regulations aimed at overhauling the state 's failing education system. The Education Standards committee’s recommendations included: Upgrading curriculum standards and course requirements. Increasing teacher salaries and possible merit pay. Establishing a
Council of Black Students in Administration is a Fisher organization geared toward the professional development of African-Americans students. We execute this goal by hosting companies to present about topics that every young professional will need as they begin to enter the workplace, such as resume building and elevator pitches. As Director of Membership, it is my responsibility to bring African American students together and make them aware of not only professional opportunities, but also the academic opportunities that Fisher has to offer.
Destination 2025 outlines several goals that SCS hopes to achieve. Those goals are as follows, 80% of seniors will be on track to learn in a post-secondary classroom or enter the workforce straight out of high school, nearly twice as many as in 2014; 90% of students will earn their high school diploma on time compared to just 68% in 2014; and every college or career-ready graduate in the class of 2025 will enroll in a post-secondary opportunity. With these goal targeting specific age groups and grades, the impact will be greatly seen. Parents, community members, and teachers alike are joining forces to ensure that the perfect level of high-leverage priorities are set in place to better focus on achieving the goals set forth. There is a 10 year gap between SCS standards now and standards in 2025, but those teaming up are making it known that it is important to have all efforts and resources evenly spaced out to guarantee early literacy, post-secondary readiness, teacher and staff development, high quality schools, and community engagement.
The Washington County School District organizational strategies that are in place for teachers has increased academic student growth in my classes. Throughout year, I participate in professional development activities that enhance my teaching skills and increase student learning. During the summer, I collaborate with district data analysis and colleagues to disaggregate student data, correctly identify the lowest benchmarks that students scored based on FSA performance and Washington County School District Progress Monitoring Program (three assessments from the previous year). After which, we develop an "Order of Instruction” for content areas based on data from various student measures that have been assimilated throughout the school year.
Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.
It is important to be aware that students tend to put all of their efforts and time in school to get the best possible academic performance. Especially for high school students who are expected to go to college after they get
1). Consequently, teachers need training and support through professional learning communities (PLC) as they “…have proven to be a cornerstone of effective teaching and, in underperforming schools, a catalyst for improvement” (Farbman, Goldberg, & Miller, 2014, p. 10). As a result, my plan proposes following Claudet’s model of a change agent (2011) by inspiring stakeholders to become collaborative partners in remedying academic gaps. It begins with the faculty analyzing student data scores to prioritize topics, designing a timeframe to meet goals, and identifying the stakeholders involved in the decision-making process. Once this is determined, several teachers would attend summer or fall training sessions to develop strategies to address the learning needs of low-achieving students because “…collective leadership has positive effects on student achievement” (Barth, 2001, p. 12). The trained teachers would provide monthly PLC activities to cultivate developmental and cultural instructional strategies, analyze student progress, share successes, and problem-solve concerns. Measurement of the effectiveness of the training occurs through staff participation, observations, and classroom formative and summative assessments, as recorded through the software programs provided to the teachers at the beginning of the
Yet, the education does not stop at middle school, for high school really puts all the basic skills from elementary and middle school to work as the assignments and the exams become more challenging. We do not only learn about reading, writing, history, and math, we learn about the people around us as we associate with different personalities, and as we see what we have grown up to be and what we want to be later in life. Accordingly, the high school years are a time when teachers emphasize the importance of graduating and attending college in order to have a “succesful future.”