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How A 17-Year-Old Gave Her School A Big Wake-Up Call

How A 17-Year-Old Gave Her School A Big Wake-Up Call | Leading Schools | Scoop.it
Jilly Dos Santos, 17, convinced her school to push its start time back so students could get more sleep -- and other schools are following her lead. Find out why the movement to begin class later is gaining steam.

By Jane Bianchi

On a typ...
Mel Riddile's insight:

Sleep deprivation results in lost learning and more bad bahavior. 

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StorySpirit4U's curator insight, August 14, 2014 9:10 AM

It just takes one to make a difference. We have some remarkable children if we just take some time to listen.

Betty Skeet's curator insight, August 17, 2014 8:44 AM

Young people need to sleep more to be more receptive and less cranky...see what a 17 year old achieved when s he made a difference in her school's approach...

Leading Schools
Improving Schools Through Enhanced Leadership
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Leading Success: Dynamic Solutions for Every School, Each Student

Leading Success: Dynamic Solutions for Every School, Each Student | Leading Schools | Scoop.it
Our toolkit for educators includes videos, case studies and more that lead you to a forum for equity, personalization, smart data, collaboration and continuous improvement...
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Nancy J. Herr's curator insight, July 3, 2014 9:53 AM

NASSP sponsored tools for success. Take a look at the many resources for new and experienced leaders alike.

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A senior year mostly lost for one honor student

A senior year mostly lost for one honor student | Leading Schools | Scoop.it
Cameron Hensley stayed at Normandy High when many transferred out. He thought people had a misperception about his school, and he wanted to prove them wrong. He says, he was
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Far fewer leave teaching than previously reported!

Far fewer leave teaching than previously reported! | Leading Schools | Scoop.it

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.

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Summer Learning Loss Statistics and Strategies to Reduce Impact

Summer Learning Loss Statistics and Strategies to Reduce Impact | Leading Schools | Scoop.it
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.

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Willingham - Why kids lose interest in reading as they get older

Willingham - Why kids lose interest in reading as they get older | Leading Schools | Scoop.it
How much of their leisure time do teenagers devote to reading? Not much. According the Bureau of Labor Statistics, teens read, on average, just six minutes each day. Why?
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Inclusiveness in the decision-making process is the key differentiator of leadership.

Inclusiveness in the decision-making process is the key differentiator of leadership. | Leading Schools | Scoop.it

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.


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5 Keys to Reducing High School Dropout Rate: Study

5 Keys to Reducing High School Dropout Rate: Study | Leading Schools | Scoop.it
The Rennie Center presents a case study on how Boston cut its high school dropout rate in half from 2004 to 2014.


five key strategies that helped drive change:

1. All participants had a common understanding of the problem and shared vision for change;

2. There was agreement on how to measure results, and data was used to hold all parties accountable;

3. While activities to address the issue were diverse, the work was coordinated;

4. Continuous communication between partners built trust and motivated engagement;

5. And an intermediary organization provided staff devoted to supporting the initiative.

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Teacher Evaluation: Grant Wiggins says 'Drive Out Fear'

Teacher Evaluation: Grant Wiggins says 'Drive Out Fear' | Leading Schools | Scoop.it
Dear Governor Cuomo: I have my whole professional educational life been a supporter of teacher accountability. And, as you may know, I sided publicly with the findings in your recent report on the ...
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Willingham - Can reading comprehension be taught?

Willingham - Can reading comprehension be taught? | Leading Schools | Scoop.it
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."

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Depression, Weapons May Be More Common for Bullied Teens

Depression, Weapons May Be More Common for Bullied Teens | Leading Schools | Scoop.it
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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Every Handout From NCTM

Some people on Twitter were grousing about the inconvenience of clicking every single session link in the NCTM directory to find out if the speakers uploaded handouts. NCTM also mentioned that the ...
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Top Principals Expand Reach to Multiple Schools

Top Principals Expand Reach to Multiple Schools | Leading Schools | Scoop.it
The Clark County, Nev., and Denver districts are testing a new approach to school leadership, giving successful administrators more than one school to manage.
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Routine: the grease that makes the classroom wheel go round and round

Routine: the grease that makes the classroom wheel go round and round | Leading Schools | Scoop.it
Some weeks there’s no such thing as a “typical” day—and there should be.
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Maths Word Problems Ideas

Maths Word Problems Ideas | Leading Schools | Scoop.it
I found the Word Problem Cubes idea on Pinterest and thought it would lend itself well to a Minecraft makeover, so here we are.
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Willingham: Self-image matters: Helping kids see themselves as readers

Willingham: Self-image matters: Helping kids see themselves as readers | Leading Schools | Scoop.it
The last of five posts about kids and reading by cognitive scientist Daniel Willingham.


"Self-image matters. Children must not only have a positive attitude towards reading, they must see themselves as the kind of kid who reads."

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Willingham: Should kids get time to read for pleasure during school?

Willingham: Should kids get time to read for pleasure during school? | Leading Schools | Scoop.it
Cognitive scientist Daniel Willingham asks and answers the question.
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Perseverance key to children's intellectual growth, Stanford scholar says ~ Mindset

Perseverance key to children's intellectual growth, Stanford scholar says ~ Mindset | Leading Schools | Scoop.it
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.
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Bullying does more long-term mental health harm than abuse, study says

Bullying does more long-term mental health harm than abuse, study says | Leading Schools | Scoop.it

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.”

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5 Elements that Drive Teacher Engagement

5 Elements that Drive Teacher Engagement | Leading Schools | Scoop.it
Employee engagement is paramount for retaining and attracting today's top talent. Five elements and underlying strategies can make organizations “irresistible”.
Mel Riddile's insight:

Schools are not business, but schools are organizations.

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Lead Learner or Instructional Leader? Does It Matter?

Lead Learner or Instructional Leader? Does It Matter? | Leading Schools | Scoop.it
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.

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How the Heck Do You Implement “Student Empowerment”?

How the Heck Do You Implement “Student Empowerment”? | Leading Schools | Scoop.it
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.
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Most New Yorkers say exam results should be used to rate teachers: poll

Most New Yorkers say exam results should be used to rate teachers: poll | Leading Schools | Scoop.it
Two-thirds of New Yorkers say student results on Common Core exams should be used to rate teachers, according to a poll released Monday. Of the 67 percent of voters who support linking test results...
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Teacher Engagement: Master the 5 Elements

Teacher Engagement: Master the 5 Elements | Leading Schools | Scoop.it
Employee Engagement is one of the most important things for any organization's success. You can dramatically improve it by mastering these 5 elements:
Mel Riddile's insight:

Written for business, but directly applicable to schools,


While schools are NOT businesses, schools are organizations.

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Vocabulary: Researchers Look to Identify 'Priority' Words for All Subjects

Vocabulary: Researchers Look to Identify 'Priority' Words for All Subjects | Leading Schools | Scoop.it
A new research initiative aims to find the most critical vocabulary needed for reading, mathematics, science, and social studies.
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When Should a State Consider a School Officially "Turned Around"?

When Should a State Consider a School Officially "Turned Around"? | Leading Schools | Scoop.it
Under NCLB waivers, states have to identify 5 percent of their lowest performing schools for major interventions. But that hasn't always gone super smoothly
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How school reform stacks up against Grade 5 Common Core test standards. (Hint: not well.)

How school reform stacks up against Grade 5 Common Core test standards. (Hint: not well.) | Leading Schools | Scoop.it
'The Grade 5 Math Test is used to “assess student reasoning.” Unfortunately, the latest legislation in Albany does not pass the reasonable test.'
Mel Riddile's insight:

NASSP has cautionned states re the use of VAM in teacher and principal evaluations.


"many academics have expressed serious doubts about the type of statistical procedures the state utilizes to link test scores to teacher rankings. The American Statistical Association (ASA), whose mission is to promote “sound statistical practice to improve public policy,” has cautioned that “ranking teachers by their VAM (Value-Added Model) scores can have unintended consequences that reduce quality” and that “large standard errors make rankings unstable.” Furthermore, the ASA asserted “the lack of consistency among various methods using the same data alone raises concerns about the application of VAMs for high stakes decisions.” Yet Albany has upped the ante on high stakes testing, making it an overriding factor in the teacher evaluation process."

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