There is still a pervading assumption that schools that are successful in educating poor and minority children to high levels are somehow “miracle” establishments. According to Karin Chenoweth, educational author and writer-in-residence at the Bill Gates-funded Education Trust, divine intervention has nothing to do with it.
Expert leadership stands out as a key feature of schools performing above their counterparts:
“They believed all students could learn to high levels.
They believed in collaborative teaching.
They believed in treating teachers and students with respect.
They brought the dispassionate approach of a scientist to everything they did and they had a growth mind-set; a belief that if you work hard enough you can achieve your goals,”
They also put structures into place that assessed students frequently
They found the students who needed additional help
Put an emphasis on personal relationships
Teachers and administrators trusted one another.
“It’s not complicated to say but it’s difficult to do,” said Ms Chenoweth.
Stanford psychologist Carol Dweck says that children are more motivated when they are told their intelligence or talents can grow and expand. "Grit" is also important for children and adults alike because, when facing challenges, setbacks are inevitable.
The long-term effects of being bullied by other kids are worse than being abused by an adult, new research shows
Long-Term Effects Of Being Bullied By Other Kids May Be Worse Than Abuse By Adults.
The Los Angeles Times (4/29, Kaplan) reports that a study published online April 28 in The Lancet Psychiatry suggests that “the long-term effects of being bullied by other kids are worse than being abused by an adult.” The study found at “among a large group of children in England, those who were bullied were 60% more likely to have mental health problems as adults than were those who suffered physical, emotional or sexual abuse.” And, among a big group of youngsters in the US, “the risk of mental health problems was nearly four times greater for victims of bullying than for victims of child abuse.” Reuters (4/29, Rapaport) reports that the research was also presented at the annual meeting of the Pediatric Academic Societies.
HealthDay (4/29, Dallas) reports that kids “who were bullied by their peers were about five times more likely to develop anxiety compared to those who were mistreated by their parents or other adults.” Children “who were bullied were also nearly twice as likely to self-harm and have more symptoms of depression at 18 as those who had been mistreated by adults, the study found.”
There seems to be some debate by principals who believe lead learner should be used instead of instructional leader. What does it matter? A lot...if you're one of their teachers.
When studying leadership, Hattie's research showed that leadership has an effect size of .39, which is directly under the "Hinge Point" of .40. However, when using moderators it showed that transformational leadership has an effect size of .11 and instructional leadership has an effect size of .42. Lead learning was not found or discussed in the research.
According to Robinson, Lloyd, and Rowe (2008)the effects were strongest on:
Promoting and participating in teacher learning and development (.84)
Establishing goals and expectations (.42)
Planning, coordinating, and evaluating teaching and the curriculum (.42)
Aligning resource selection and allocation to priority teaching goals (.31)
Ensuring an orderly and supportive environment (.27)
Whether it is called "Lead Learning" or "Instructional Leadership" doesn't matter as much as the impact it all has on the learning that students and teachers do in school and outside of the school walls. Hattie asks to "Know Thy Impact" and I think that sometimes leaders think they have a larger impact than they really do. Over 80% of teachers in a random sample believe that their leaders do not want their involvement in one of the most important structures that we have in our schools, which is our faculty meetings. And they don't believe their faculty meetings mirror professional development sessions.
Most classrooms follow a prescribed formula. Teachers plan and lay out what is going to be learned. Students come into class and have the responsibility of switching themselves into “ready” mode, waiting for the teacher to instruct and guide them in the day’s tasks. Surely there are parts of the learning process where the control could be shifted to the students – where teachers can hand them responsibility and freedom and give them a voice in what they would learn.
Colorado legislation would allow people to file lawsuits against schools if an act of violence occurred that could have been prevented.
Schools have raised concerns with the bill, pointing out that expanding liability could have consequences on budgets. They also worry about schools taking radical steps, such as disciplining students simply out of fear of liability.
In the case of Davis, the shooter had a history of incidents, which the district deemed a low-level threat, despite the shooter shouting a death threat against a school employee earlier in his history.
Lawmakers addressed some concerns from schools by amending the bill to exempt a failure to suspend or expel a student. It also was amended to state that an employee is not subject to a lawsuit unless the employee’s actions are intentional or reckless. Another amendment created a two-year timeout for districts before damages would be assessed by a court. And on Thursday, the bill further was amended to exempt negligence during the timeout.
A new longitudinal study out today establishes new rates for teacher retention and mobility, and looks at possible factors behind each.
New ED Findings Show Trends In Teacher Retention.
Education Week’s (4/30, Brenneman) Teaching Now blog reports that a new ED study that attempts to “address shortcomings” in teaching retention research has found that after five years, 70% of first-year teachers in 2007-08 stayed at their original schools over the next five years, while 10% moved, 3% left and returned to the profession, and a mere 17% left the job. The numbers rebuke a statistic that found half of all teachers leave the profession within five years. Other trends found that those with mentors stayed on at a 15% higher rate, teachers with starting salaries over $40,000 stayed at a 9% higher rate, retention was barely higher for those with master’s degrees, women were easier to retain then men, white teachers were more likely to be retained, and nearly 8% of new teachers leave on their own accord after one year.
Did you know most students lose two months of knowledge in the summer? Find more statistics and how to promote summer learning in our guide.
Mel Riddile's insight:
Beth Dichter's insight:
The summer reading slump...as teachers we know that learners will lose skills if they do not use them during the summer. This article (which includes a lengthy infographic) shares statistics about what may happen over one summer (and also shares long- term consequences).
Did you know that a learner at the end of Grade 6 whom has experienced summer learning loss over the years may be 2 years behind their peers?
Or that 2.6 months of math skills are lost over the summer?
Many schools are starting to prepare summer packets with the hope that learners will complete them over the summer. You may find that information in this infographic is worth sharing with parents. They may not be aware of the consequences of how much summer learning loss may impact their child.
A further survey of 500 college-educated individuals in professional careers supported this finding and identified inclusiveness in the decision-making process as the key differentiator of leadership. Specifically, respondents were asked to indicate their degree of agreement on a five-point scale with 40 statements of various decision-making behaviors they used at different career decision points.
Before making a decision at a critical time, I invested time and effort to explore multiple perspectives, needs, and ideas through a proactive dialogue with experts and stakeholders.
During the decision-making act, I weighed a variety of options.
Then, after making the decision, I explained it fully to all stakeholders to reduce the stress of change among those affected.
The answer, from a cognitive scientist, may surprise you.
"Gail Lovette and I (2014) found three quantitative reviews of RCS instruction in typically developing children and five reviews of studies of at-risk children or those with reading disabilities. All eight reviews reported that RCS instruction boosted reading comprehension, but NONE reported that practice of such instruction yielded further benefit. The outcome of 10 sessions was the same as the outcome of 50."
Cyber abuse often causes more damage than face-to-face nastiness, researcher says
Studies Indicate Bullied Students Are More Depressed, Suicidal, And Prone To Carry Weapons Than Peers.
HealthDay (4/28, Preidt) reports that three new studies indicate bullied students are more have depression and suicidal thoughts than their peers and are also more likely to bring weapons to school. US Centers for Disease Control and Prevention data shows that depression and thoughts of suicide are “much more common” among teens that are bullied either online or at school, but are even more prevalent that encounter both. All three studies will be presented at the Pediatric Academic Societies annual meeting in San Diego. Sexual violence and bullying were also both associated with students bringing weapons to school.
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