Hastings College and learning with particular reference to raising standards of teaching and enhancingthe quality of the learners experiences. 3. Prepare, teach, and assess http://www.hastings.ac.uk/vacancies/descript_enghum.htm
Extractions: Conditions of Service: Hastings College Management Spine Contract Normal Place of Work: Hastings (see note 4) Responsible to: Head of the VI Form Centre Summary of Responsibilities Main Duties 3. Prepare, teach, and assess on English/Humanities programmes for 828 annualised hours or as otherwise agreed with the Deputy Principal (Teaching and Learning). These hours will include those officially allocated to tutorial work, mentoring other staff and/or staff development activities 4. Take part, as required in the recruitment and selection of full and part-time staff to work on English and Humanities programmes 5. Be responsible for the induction and mentoring of new staff appointed to teach or support learners across English/Humanities programmes 6. Take part in organising and delivering staff development and other continuous professional development activities with particular reference to teaching and learning methodologies 7. Have overall responsibility for quality assurance arrangements for English and Humanities programmes including taking overall responsibility for completing the annual self-assessment review for these areas and for co-ordinating and ensuring the quality of all relevant course reviews together with the implementation of subsequent action plans
NGfL Scotland Parent ZoneSchool Quality other members of their neighbourhood and society and to teach them the providersof education are performing, with a view to raising standards and improving http://www.ngflscotland.gov.uk/parentzone/pzschoolquality.asp
Extractions: Search for Parent Zone NGfL All children and young people should have access to a quality education, and it is important that standards are monitored carefully. The Standards in Scotland's Schools etc. Act 2000 set out an improvement framework which requires local authorities and schools to plan, monitor and report on improvement in school education. The Act also set out that national priorities for school education would be established as part of that framework. Top In March 2000, a consultation paper was issued on what the national priorities for school education in Scotland should be. The paper was sent to all schools, education authorities and other organisations and individuals with an interest in schools education. Views expressed during the consultation period have been given consideration, and five national priorities for school education in Scotland were identified and approved by the Scottish Parliament. National policies, local improvement plans and school development plans will all be focused on these priorities, which are:
Cover Story We become learners as we teach, as one There is wide agreement that providinggreater access to AP requires raising standards for minorities in the early http://www.asbj.com/current/coverstory.html
Extractions: Sign up for our weekly e-mail newsletter In the elementary and middle schools of Rockingham County, N.C., a rural district north of Greensboro, administrators have to discard as many as 20 test booklets on exam days because children vomit on them. "Kids [are] throwing up in the middle of the tests," says Dianne Campbell, the district's director of testing and accountability. "They cry. They have to be removed. The stress is so much on the test that they can't handle it." It's not just tests that are stressing students. Across the country, school nurses, psychologists, counselors, and others concerned about children's mental health say that schools in general have become more stressful places and that many students can't handle the pressure. What are we doing to our children? Why are we making them sick? What is it about our families, our communities, and particularly our schools that has made their lives so stressful? And what can we do to help?
Extractions: Subscribe to e-Updates A new book from The Civil Rights Project at Harvard University finds that the current overreliance on high-stakes testing threatens to deepen Americas educational inequities. The book, Raising Standards or Raising Barriers?, is co-edited by Gary Orfield , co-director of The Civil Rights Project, and Mindy L. Kornhaber, the projects research director for elementary and secondary education. It is published by the Century Foundation Press as part of a series called Civil Rights in a New Era. The book makes clear the importance of high standards and accountability systems. But support for standards and accountability systems should not be equated with support for high-stakes tests. These are tests that are used to determine whether a student graduates, gains access to challenging curriculum, or is promoted, or whether schools or educators are rewarded or penalized. Most of the contributors to the volume have found evidence that policies that focus on high-stakes testing corrupt educational reform and undermine achievement, especially for at-risk students. State and federal policymakers are increasingly pushing such tests as a panacea for the nations educational concerns.
Extractions: Recommendations Regarding the Implementation of Standards In 1990, the President and Governors agreed on national education goals and committed themselves to a decade of sustained action to meet those goals. With the Congress, they created the National Education Goals Panel to measure and support the nation's and states' progress toward meeting the goals. To meet Goal 3, on Student Achievement, and Goal 5, on Mathematics and Science, a consensus has emerged that as Americans we must agree on our priorities the results we expect from students in core academic areas. In 1993 the Panel stated its support for "content" standards that are rigorous and challenging, reflecting high expectations for what students should know and be able to do. The National Education Goals Panel now extends it past support for developing standards to the next steps in implementing clear, rigorous content standards. The Goals Panel applauds the many states and professional groups that have developed academic standards. The Panel believes, however, that the development of academic standards documents by states is a valuable first step in a longer process that must be accompanied by sustained efforts to support schools, teachers and administrators in their implementation. The Panel and representatives of the organizations working with it advocate the following set of principles, already in effect in some pioneering states and schools, as a sound basis for all states to implement their standards:
Home Contact Us Resources Search » GO Overview 2001 Summit raising standards and developing tests may have been the students to meet rigorousacademic standards unless we have teachers equipped to teach to higher http://www.achieve.org/achieve.nsf/1999Summit_ActionStatement?openform
The Behaviour Management Book Pack A Guide to Better Thinking Improving Learning and raising standards Through ThinkingSkills How to Design Challenging Lessons to teach to Gifted Pupils in http://www.fultonpublishers.co.uk/Bookpacks/bookpacks.htm
Extractions: David Fulton Publishers Book Packs in association with nferNelson These book packs are available to delegates on nferNelson training courses For more details, phone 020 8996 6039 or visit www.nfernelsontraining.co.uk Course title A Guide to Better Thinking: Improving Learning and Raising Standards Through Thinking Skills
Geovisions : References Black, P and Wiliam, D (1998) Inside the Black Box raising standards Through Classroom Holden,C (1995) Vision of the Future; Why we need to teach for Tomorrow http://www.geography.org.uk/project/geovisions/refs.html
Extractions: Carter, R (1999) Connecting Geography in "Geography Vol 84 (4) pp 289-297" Commission on Geographical Education, International Geographical Union (IGU) (1992) International Charter on Geographical Education, Brisbaine, IGU Commission on Geographical Education: Queensland University of Technology
CEDFA--Music Professional Development achievement. raising standards for students, without ensuring that teachersare prepared to teach them, would be a fruitless exercise. Many http://finearts.esc20.net/music/profes_dev/music_profes_home.html
Extractions: The Music TEKS and Professional Development Adopting new and rich standards, such as the Music TEKS, is only a part of the effort to increase student achievement. Raising standards for students, without ensuring that teachers are prepared to teach them, would be a fruitless exercise. Many music teachers are finding that, the more carefully they study the TEKS, the more they realize that the skills and knowledge called for are, to a large degree, the content they have always taught. On the other hand, to embrace the TEKS fully, with all of their implications, will always require further professional development for music teachers. The TEKS call for students to learn content that teachers themselves may not have learned, or at least, taught previously. Most music teachers will benefit from content-specific learning opportunities if they are to teach improvisation, composition, or the historical and cultural context of music. The Center for Educator Development in Fine Arts (CEDFA) is helping music educators prepare to teach the TEKS through professional development activities that no longer consist of "seat time" or "make-and-take workshops." Three themes are predominant among contemporary models of professional development: on-the-job learning, collaboration, and performance assessment of teachers and students. The pages of this section of the website explore models of professional development and new initiatives that promote effective professional development of music teachers.
The Ohio Federation Of Teachers raising standards for obtaining a license to teach and revamping teacherpreparation programs at Ohios colleges and universities,. http://oft-aft.org/who/who.htm
Extractions: The Ohio Federation of Teachers Who we are What we do The Ohio Federation of Teachers (OFT) represents over 20,000 teachers, school employees, higher education faculty and social service professionals in 53 local unions. They include large and urban affiliates and small, rural locals. OFT is affiliated with the American Federation of Teachers (AFT) and the AFL-CIO. OFT strives to represent the full range of members professional concerns. We strive to raise professional standards, including salaries, and to improve teaching and learning conditions. Our policies and programs reflect our members need for economic security, fair treatment and job satisfaction along with their professional commitment to meeting the needs of their clients. OFT is committed to quality education and other public services, and supports reform and innovation that serve those ends. Our locals have a solid record of using the collective bargaining process to improve quality. OFT locals have negotiated: The countrys first peer assistance and evaluation programs for teachers, Teacher career ladder plans that cultivate and reward advanced knowledge, skills and professional leadership roles
Articles in practice means little more than raising the scores Thus, high scores are oftena sign of lowered standards. a teacher complain of having to teach to the http://www.sage-meadow.org/articles.htm
Extractions: June 5, 2002 O ne cannot open the paper without reading yet another story of the dumbing down of students, failing test grades and the need for tougher standards. As a mother of two young children just entering the school age years, I am alarmed by these headlines. After all, what parent doesnt want their kids smart, able to pass tests and required to learn important information? Another part of the problem is that the enterprise of raising standards in practice means little more than raising the scores on standardized tests, many of which are norm-referenced, multiple-choice, and otherwise flawed. The more schools commit themselves to improving performance on these tests, the more that meaningful opportunities to learn are sacrificed. Thus, high scores are often a sign of lowered standards. Who has not heard a teacher complain of having to teach to the test, and missing out on the real lessons? Compounding the problem is a reliance on the sort of instruction that treats children as passive receptacles into which knowledge or skills are poured and then regurgitated back as test answers. When you watch students slogging through textbooks, memorizing lists, being lectured at, and working on isolated skills, you begin to realize that nothing bears a greater responsibility for undermining educational excellence than the continued dominance of standardized tests.
National Assembly For Wales Learning Wales target setting can play in raising standards within the of Section 6 of the Schoolstandards and Framework Government is to help teachers teach effectively and http://www.learning.wales.gov.uk/scripts/fe/news_list_archive_bysubject.asp?CatI
Academic Standards raising the Bar Setting Higher Academic standards in Southwestern set of high andrigorous standards for what teachers know the subjects they teach and how to http://www.epi-center.org/AcademicStandards.htm
Extractions: OUR GOALS: National Goals Nationally, 37% of our 4 th graders cannot read at the basic level and only 32% perform at or above the proficient level, according to the 2000 National Center for Education Statistics Reading Report Card. According to the same report only 26% of 4th graders perform at or above the proficient level in mathematics (up from 13% in 1990). President Bush has signed into law the No Child Left Behind Act of 2001 (NCLB). This new law changes the federal government's role in kindergarten-through-grade-12 education by asking America's schools to describe their success in terms of what each student accomplishes.
Microsoft Case Studies: Lincolnshire County Council new technology as a means of raising standards of teaching diverse as Whitbread andthe Driving standards Agency. do best and that is to teach, says Chandler http://www.microsoft.com/resources/casestudies/CaseStudy.asp?CaseStudyID=13024
Standards And Curriculum Resources from businessas-usual and toward raising standards and getting for Music Educationlists national standards for music and tutors to learn to teach the basic http://edreform.com/education_reform_resources/academic_standards.htm
Extractions: Website: http://www.edexcellence.net The Fordham Standards Project ( http://www.edexcellence.net/standards/best.html ) looks at state standards across the country, including an overview of the way specific subjects are treated throughout the nation, as well as a look at the best out there. Achieve, Inc., Resource Center on Standards, Assessment, Accountability, and Technology Website: www.achieve.org Achieve, a private, not-for-profit organization, assists Governors and business leaders in their efforts to improve student achievement to world class levels through the development and implementation of high academic standards, assessments, and accountability systems and the effective use of technology to achieve standards. Achieve is developing a national clearinghouse of information and research on academic standards. No Excuses Campaign
CER Frequently Asked Questions: Local Reform Efforts See also The American Education Diet and ELC's The standards Primer raising teacherQuality. of teachers lack the training they need in the subjects they teach. http://edreform.com/school_reform_faq/education_reform.htm
Extractions: About State and Local Reform Issues The following are answers to frequently asked questions (FAQ) about what is being and can be done at the state and local level to encourage districts and individual schools to provide better education services and be more accountable. The answers to these FAQs are intended to provide only an introductory overview of key issues. Links are provide to take you to areas with additional information. Raising Standards What Are Standards? There are 2 kinds of standards, (1) content and (2) performance. The first is the most important. Good content standards are clear expectations for learning and teaching. They clearly identify what is information and concepts are important to the students, teachers, parents, test-developers, and text authors. How are States Responding to the Demand for Higher Standards? The National Education Commission on Time and Learnings 1994 report Prisoners of Time accentuates an important point. For years the modern secondary public education wrongly emphasized time rather than mastery. We lacked a standards-based education.
Linda Darling Hammond Resources Published 1995. A License to teach raising standards for teachingLinda Darling Hammond / Paperback / Published 1999. teaching as http://www.twblearn.com/Resources/linda_darling_hammond_resources.htm
Education Week - Registration - Access Restricted Second, by raising standards, it ensured that the people coming into the classroomswould be of take and pass a test in the fields they were going to teach. http://www.edweek.org/ew/ewstory.cfm?slug=20cooperman.h19
Extractions: Openbook Linked Table of Contents Front Matter, pp. i-viii Executive Summary, pp. 1-5 1 Introduction, pp. 6-9 2 Public Awareness Today, pp. 10-17 3 The National Academy of Engineering Survey of Public Aware..., pp. 18-46 4 Recommendations, pp. 47-52 Appendix A: Engineering Enrollments, pp. 53-61 Appendix B: Sample Mission Statements, pp. 62-63 Appendix C: Selected Outreach Programs, pp. 64-70 Appendix D: Committee on Public Awareness of Engineering, pp. 71-73 Appendix E: Engineering Communications, Education, and Outr..., pp. 74-92 Appendix F: List of Organizations Responding to NAE Invento..., pp. 93-99
Alfie Kohn - Teaching - Selected Publications to coerce schools and students into raising test scores their students must performup to standards and do well given the identical task to teach, were simply http://www.alfiekohn.org/teaching/alagbtb.htm
Extractions: First Lesson: Unlearn How We Learned By ALFIE KOHN We are facing an educational emergency in this country. You've heard that claim before, of course, but this time there's a twist: Much of the current crisis is the result of policies enacted in the name of improving schools specifically, in the name of "standards" and "accountability." Naturally, this rhetoric finds a ready audience: Who wants to come out against higher standards? But the dirty little secret of American education in the late 1990s is that real learning is being squeezed out of classrooms because people who don't know much about education have decided it's time to get tough. The top-down, heavy-handed "Tougher Standards" movement has essentially taken over many of our schools, with the full support of business groups, politicians of both parties and many journalists. The primary opposition comes from those who actually do the educating and, as our children's schools are transformed into giant test-prep centers, increasingly from parents as well. The first problem is that raising standards has come to mean little more than higher scores on poorly designed standardized tests. The more schools commit themselves to improving performance on these tests, the more meaningful opportunities to learn are sacrificed. Every hour spent drilling students to ace these exams is an hour not spent helping them become creative, critical, curious learners. Thus, the drive for high scores is tantamount to lowering standardsa paradox rarely appreciated by those who make, or report on, education policy.
