Extractions: Teach moral standards In Public Schools POSITIONS This question is looking for you views on how religion should play a part in public institutions. However you answer the above question would be similar to your response to these statements: Post the Ten Commandments in public schools "Separation of church and state" does not mean "keep religion out of schools"
Sector1 For The Best Public Sector Jobs Come and teach in Hartlepool, David Miliband, Minister for School standards, commented The 3 and effective education service aimed at raising the expectations http://www.sector1.net/jobsearch/jobview.asp?jobid=73385&stats=6&catid=&keyword=
Reading Reform Foundation these conflicting issues in raising standards. He will also look at it in more depthin his own field of publishing, the use of phonics to teach reading and http://www.rrf.org.uk/51 Raising Standards.htm
Extractions: Reading Reform Foundation - Article Home Up Introduction Newsletters ... Links No. 51 - Spring Term 2004 Raising standards The opportunities and difficulties Keynote speech by Christopher Jolly, Managing Director of Jolly Learning Ltd British Council conference, Brunei Thursday 9 th October 2003 Abstract Raising standards is what everyone wants, is it not? In practice it is not so simple. Experts have different views about what raising standards means. Creativity and expression may be thought to conflict with learning skills and facts. There is a need to balance the limitations of time, and more especially of money. We need to ask who should drive the raising of standards? Should it be government through a specified curriculum, or to what extent should teachers be informed and given the decision making and then be evaluated on their results? What role for private education and the market place? Chris Jolly will explore these conflicting issues in raising standards. He will also look at it in more depth in his own field of publishing, the use of phonics to teach reading and writing, where differences of view have long been played out.
Re(3): Raising Standards By Karen Michalowicz reply to this message post a message on a new topic Back to mathteach Subject Re(3)raising standards Author Karen Michalowicz firstname.lastname@example.org http://mathforum.org/epigone/math-teach/pimpgehchor
Re(2): Raising Standards By Karen Michalowicz reply to this message post a message on a new topic Back to mathteach Subject Re(2)raising standards Author Karen Michalowicz email@example.com http://mathforum.org/epigone/math-teach/croosnulerd
The Key Stage 3 Literacy Strategy hour, the strategy is not statutory but all schools will be expected to teach it. Ofstedsays KS3 strategy raising standards but failing to help low achievers. http://www.literacytrust.org.uk/database/secondary/NLSsec.html
Extractions: comprehensives Year 3 of the KS3 strategy ... ATL interim report of the national pilots (September 2001) English teachers reveal ill-ease with secondary literacy strategy while headteachers give primary strategy overwhelming support Implementation of the strategy Key stage 3 - key events of implementation of strategy 2000-2003 The English framework pilot Relating QCA's Language for Learning framework to the NLS English Framework objectives QCA Exemplar schemes of work The Progress Units (formerly known as the Catch Up Programme) ... KS3 National Strategy website
Extractions: Assessment is in the ascendant in the current climate. But the focus is largely on measuring achievement at the end of stages of education or units of work have performance indicators been met? has measurable progress been made? Is the school on target for the year 2002 literacy targets? As Liz Slater, project director of the Essex Reading Project, points out, While this is useful to indicate and compare achievements over time, it does not address the way in which achievement can effectively be raised. Measurements do not, in themselves, raise standards, though they may be a catalyst to do so. How much is assessment used to inform planning to help raise standards? For example, how much are Key Stage 1 assessments used to inform grouping for some teaching for year 3 pupils? Assessment of pupils needs should underpin both the planning of what is taught and the groupings for teaching it. This is particularly important when planning for the Literacy Hour.
Extractions: raising standards on national education report card Wednesday, January 10, 2001 Quality Counts 2001 , published by the respected national magazine Education Week , is the fifth annual report card on the state of school reform across the United States. "Its always gratifying when our states focus on educational reform is recognized nationally," said State Superintendent of Education Inez Tenenbaum. "This is yet another piece of evidence that the overall plan we have put in place has put us on the right path." Quality Counts th -best mark last year. Maryland had the highest score in this category this year with a 98. teacher quality improvements earned an 82, the fourth-best overall ranking and only six points below the highest score of 88 for North Carolina. Tenenbaum added that South Carolina did not receive credit for new middle grade certification standards that were approved last month by the State Board of Education, which would likely have increased the B- mark. Quality Counts "
Press Release - 29 April 2004 in DfES Circular 4/99, Physical and mental fitness to teach of teachers Its purposeis to contribute to raising standards in schools in England by attracting http://www.tta.gov.uk/php/read.php?sectionid=170&articleid=1805
State Raising Standards For 'on The Job' Training State raising standards for on the job training. other elementary teacher once amonth to help each teacher with a new program to teach spelling, reading and http://www.post-gazette.com/localnews/20030203develop0203p6.asp
Extractions: June 11, 2004 News Sports Lifestyle Classifieds ... About Us Take me to... Search Local News Nation/World Sports Obituaries Lifestyle Business Opinion Photo Journal Weather Classifieds PG Store PG Delivery Web Extras Contact Us About Us Help Corrections Site Map Local News Latest News Previous Articles Neighborhoods ... Local News State raising standards for 'on the job' training Monday, February 03, 2003 By Eleanor Chute, Post-Gazette Education Writer At first, Clairton teacher Joan Livingston found the idea intimidating. An outside "coach" would visit her classroom and that of every other elementary teacher once a month to help each teacher with a new program to teach spelling, reading and language arts. Former Pittsburgh school superintendent Helen Faison now directs the Pittsburgh Teachers Institute, a partnership of the city school district, Chatham College and Carnegie Mellon University. (Martha Rial, Post-Gazette) But after more than a year of such visits combined with workshops, monitoring and other training Livingston welcomes the coaches. Livingston, who has a dozen years of experience and came to Clairton last school year, said the coaches help to personalize what she needs to know to be a better teacher in the highly scripted program, called Direct Instruction.
Extractions: Raising standards through classroom assessment Inside the Black Box does not contain any case studies or classroom based examples and illustrations. Indeed this was a weakness of the studies reviewed, according to the report, and it is why the authors have recommended setting up teacher research projects. We have found some examples from our own searches to help teachers get a flavour of the types of classroom strategies that might be effective in developing their approaches to formative assessment. Click on the heading titles below or scroll down to read the case studies. Marking and feedback Debriefing: pupils learning and teacher planning The diagnostic value of self-assessment in Geography at Key Stage 4 Communication between students and their teachers about learning ... Formative assessment in mathematics: (3) The learners role Michael Ronayne TTA Publication Number 65/8-99 This case study has been selected to show the impact on pupils of different types of teacher feedback. This study investigated patterns of teachers feedback and childrens perceptions of that feedback, to discover what makes formative assessment an effective learning tool. Data from eight case studies, across the subject and age range, in an 11 to 18 comprehensive school, was gathered from scrutiny of feedback comments, lesson observations and interviews with pupils and teachers.
Extractions: College Home Education Home text only Introduction Teachers are always being asked to raise standards, but are not always given the time and help to decide how this can be done. This is a course for teachers who are interested in challenging their beliefs about maths, reflecting on their own teaching, and exploring teaching and learning styles. The course will consider the following points: - What is effective teaching and learning of mathematics? - What do childrens mistakes tell us about their understanding? The course aims to build on the training of the National Numeracy Strategy, but takes a critical look at the strategy itself. The course is taught over a year and involves ten contact days: 5 weekdays and 5 Saturdays, and 2 twilight sessions. As reflection on your own classroom and school is an essential part of the course, there is a further day for you to spend in your own school undertaking observational activities. There is an assignment which falls into two parts, and asks you to reflect on the current teaching in your school, and how standards might be raised.
Extractions: National Educational Technology Standards: Raising the Bar by Degrees by Jerry Bennett MultiMedia Schools May/June 2000 W hy have technology standards for teachers? There is a growing gap between the educational experience of a child who has access to various forms of technology with a tech-savvy teacher and children who have the gadgets and a teacher who doesnt know how to use them or has no gadgets. Most teachers have had access to some form of technology for years, but still do not incorporate its use into instruction. This nation has spent millions of dollars on training, yet many computers, multimedia workstations, digital cameras, and other electronic devices sit unused or as bookshelves with the copying machine as the only modern device in constant operation. Why? I believe that our teachers are so overwhelmed with the day-to-day work of teaching that they are unwilling or unable to make the transition to new forms of instructional delivery. Teachers will not change until they are required and trained to do so. Professors who teach our college students will not change until they are required and trained to do so. We have two emerging crises in this country. One is the lack of teachers who can effectively teach our children what they need to know to survive in a technological/information age world. The other is a lack of teachers to fill our classrooms. Herein lies an inherent, paradoxical danger: NETS (National Education Technology Standards) can act as impetus to bring technologically illiterate teachers forward, but if it is used nationally as a requirement for teacher licensure, it may further restrict the number of licensed teachers.
Teaching To Academic Standards: Explanation say to those who believe using standards just makes teachers teach to the This isoften used as an argument for standards or for raising existing standards http://www.thirteen.org/edonline/concept2class/month3/index_sub4.html
Extractions: Another Perspective Interview with Marc S. Tucker In the following interview, Marc S. Tucker, an educational theorist and standards advocate, answers questions about standards. In some places, his opinion may differ from those expressed by Ruth Mitchell, the author of this workshop. We hope that these differences will stimulate creative and productive debate about these important issues.
Department For Employment & Learning teach basic reading and numeracy skills . Speaking at the launch at the Europa Hotel,Belfast today Mr Shannon said Improving quality and raising standards http://www.delni.gov.uk/mainPressDetails.cfm?NewsID=795&Archive=2003|9&location=
Raising Our Standards: Assessment And Equity there are other schools that needed the ASAP to make them teach holistic. The EfficacyInstitute offers a rationale for the raising of standards, which has http://tlc.ousd.k12.ca.us/~acody/ousdstandards.html
Extractions: Text Links: Home Lesson Plans Humor Teacher Inquiry ... Links Feedback is invited: Email me! Lackluster educational outcomes have led to a renewed emphasis on standards and assessment nationally. Those concerned with the future of poor and minority students must take action in those instances where the schools are truly failing to educate. To demonstrate this failure requires data, and the main sources of such data continue to be standardized test results. However, traditional standardized tests have been roundly criticized for systematic bias against minorities, and for encouraging teachers to narrow their curricular aims to suit the demands of the tests. Performance-based tests are being developed to correct these problems, providing supposedly more reliable measures of student abilities, and modeling the type of instruction desired. It remains unclear, however, if these tests will help correct inequities, or merely continue to reflect them. The Oakland Unified School District (OUSD), where I have taught junior high school science for the past nine years, is attempting to develop a heightened sense of accountability on all levels. Educational leaders in Oakland currently rely on standardized tests for critical performance data, but they recognize the problematic nature of this, and are pursuing the development of alternatives. I will look at the systems Oakland has in place, the administration's plans for future measures of student performance, and briefly explore teachers' perspectives on the subject. In particular, I want to uncover how a renewed emphasis on standards and student outcomes fits with efforts to reform education in the district. How can this approach moves us ahead? What are the pitfalls, especially in district that is composed primarily of students who are non-white?
Quantity Is Not Quality Why? It is simple raising standards will never work until we are willing to standardsare not held to, because every teacher who does not teach in the http://members.cox.net/xocxoc/philosophy/school2.htm
Extractions: "Schools out for summer, schools out forever, schools out completely!" - Alice Cooper ("Schools Out") "Raising Standards" may be the most ridiculous education reform mantra in a long time. If you want to get elected to a school board or state legislature all you have to chant is "Lets raise standards in education" and you are assured wide popularity. State after state has raised standards only to see little improvement. Why? It is simple: Raising standards will never work until we are willing to enforce the standards we already have! Some politicians are starting to realize this. In the pursuit of higher standards it is often discovered that there are no standards set at all. So some states and districts are having to set the standards themselves. Setting standards to begin with is a tough chore. Every 'expert' has their own ideas that conflict with every other expert. The result of which are standards that have no real long term structure. For example, 8th grade standards should be prerequisites of 9th grade standards, which should be prerequisites of 10th grade standards. This is rarely the case. Then there is the problem of enforcing standards. Why are standards not enforced? Because enforcing standards means holding back students and lowering the graduation rate. Enforcing learning standards has been tried, then quickly abandoned because doing so brings out in the open how bad our schools really are. Students in private schools and home schooling are consistently better on standardized tests than public school students, and while I do not believe public schools are entirely to blame for this fact (a topic for another essay), they do not want this proven on an annual basis. Schools do not like releasing student achievement information unless the news is good.
Solihull Council - Key Stage 3 In Solihull By raising standards and expectations in Key Stage 3 schools can continue the goodwork All subject teachers now need to teach literacy through their subject. http://www.solihull.gov.uk/about/parents/ks3.htm
Extractions: Whats New? Press Releases FAQ's ... Social Services Solihull secondary schools have been piloting strategies aimed to raise standards across the curriculum for all 11-14 year olds Contains information about raising standards in Key Stage 3 Since September 2000, Solihull secondary schools have been piloting strategies aimed to raise standards across the curriculum for all 11-14 year olds. The experiences of teachers and pupils in Solihull schools are being used by the Government to shape the strategy which will start in all schools nationally from this September. Already the national literacy and numeracy strategies in Key Stages 1 and 2 have had an impact on the achievement of pupils. By raising standards and expectations in Key Stage 3 schools can continue the good work done in primary schools and provide a strong basis for even higher achievement at GCSE level. The pilot programme began with an initial focus on English and mathematics. Since January a programme to review the teaching of science has started and this will broaden during the summer term to include teachers from the foundation subjects and Religious Education.
School Spending On Books which they need to effectively teach and support Books Raise standards 90% of teachersconsider books to a highly effective way of raising standards in schools http://www.booktrust.org.uk/schoolspending/report.htm
Extractions: booktrust.org.uk School Spending On Books Research into school spending on books has been commissioned by Booktrust, funded by the British National Bibliography Research Fund. Schools and publishers across the UK were surveyed and close reference was made to other key pieces of recent national research. The report is available to download from this website for free in two formats: School Spending on Books (Microsoft Word document) School Spending on Books (.pdf Acrobat document) The report aims to help staff in schools to argue for realistic provision of the book-related resources which they need to effectively teach and support all pupils and to provide advice based on realistic assessments of need. Lack of funding means pupils share books, are prevented from using books for homework and teachers often improvise or simply do without the books they need. All too often parents become the source of books which discriminates against those with lesser economic means. Books Raise Standards 90% of teachers consider books to be a highly effective way of raising standards in schools. Yet the average spend on books for each primary school pupil in England is just 35% of the recommended figure, and the average spend on books for each secondary school pupil in England is just 26% of the recommended figure.