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Teachers And GOALS 2000 -- Raising Standards raising standards. It s no secret Many children in this country can learn more Or maybe there is a difficultto-teach concept or skill for which you ve http://www.ed.gov/G2K/teachers/standard.html
Extractions: A r c h i v e d I n f o r m a t i o n Teachers and GOALS 2000: Leading the Journey Toward High Standards for All Students Raising Standards I t's no secret: Many children in this country can learn more than they currently do. Helping children learn more begins with higher expectations. But is it realistic to expect all students to reach high standards? Sharon LeBlond, a Chapter 1 teacher in rural Norway, Maine, tells about low-performing students who achieved dramatic gains on state assessments. It happened after she began using the National Council of Teachers of Mathematics standards to guide improvements in instruction. (Satellite Town Meeting, U.S. Department of Education, September 1993) Eileen Barton of Chicago's Sullivan High School says that "By requiring that all our students demonstrate the competencies we had earlier demanded from only a few, we found they not only could meet our expectations but were willing to work harder than ever before to do so." (Horace, Coalition of Essential Schools, Jan 93) It's not just currently low-performing students. Many students who now earn decent grades must be challenged to stretch for the higher levels of learning that they are capable of reaching. Consider: Only 7 percent of our students take the Advanced Placement in biology, while more than four times that percentage of students in other countries take comparably challenging biology tests 31 percent in England and Wales, 43 percent in France, 37 percent in Germany, and more than 40 percent in Japan. How many students
Extractions: Read today's paper Sign in Register Go to: Guardian Unlimited home UK news World news Newsblog Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs MediaGuardian.co.uk Money The Observer Politics Science Shopping SocietyGuardian.co.uk Sport Talk Technology Travel Been there Audio Email services Special reports The Guardian The northerner The wrap Advertising guide Crossword Soulmates dating Headline service Syndication services Events / offers Help / contacts Feedback Information GNL press office Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer Public There is a hard core of children and schools for whom raising standards is an almost impossible challenge, the education watchdog said today. According to Ofsted chief David Bell, most schools have some pupils with no social skills, whose language is "offensive" and who have "little or no understanding of how to behave sensibly". A shortage of staff qualified to teach particular subjects in secondary schools has exacerbated the problem, he indicated in his first annual report since taking over the job last May.
Extractions: Read today's paper Sign in Register Go to: Guardian Unlimited home UK news World news Newsblog Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs MediaGuardian.co.uk Money The Observer Politics Science Shopping SocietyGuardian.co.uk Sport Talk Technology Travel Been there Audio Email services Special reports The Guardian The northerner The wrap Advertising guide Crossword Soulmates dating Headline service Syndication services Events / offers Help / contacts Feedback Information GNL press office Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer Public The good news At primary level, the gap between the highest and lowest performing schools is narrowing. Inspectors judged teaching to be poor in fewer than one in 25 lessons last year - the lowest yet The number of schools failing to provide pupils with an acceptable standard of education is falling. Some 137 schools were placed in special measures, compared with 230 in the previous year
October 1998: Black Inside the Black Box raising standards Through Classroom Assessment All teachers make assessments in every class they teach. http://www.pdkintl.org/kappan/kbla9810.htm
Extractions: PDK Home Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement, Mr. Black and Mr. Wiliam point out. Indeed, they know of no other way of raising standards for which such a strong prima facie case can be made. Illustration 1998 by A. J. Garces RAISING the standards of learning that are achieved through schooling is an important national priority. In recent years, governments throughout the world have been more and more vigorous in making changes in pursuit of this aim. National, state, and district standards; target setting; enhanced programs for the external testing of students' performance; surveys such as NAEP (National Assessment of Educational Progress) and TIMSS (Third International Mathematics and Science Study); initiatives to improve school planning and management; and more frequent and thorough inspection are all means toward the same end. But the sum of all these reforms has not added up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Teachers have to manage complicated and demanding situations, channeling the personal, emotional, and social pressures of a group of 30 or more youngsters in order to help them learn immediately and become better learners in the future. Standards can be raised only if teachers can tackle this task more effectively. What is missing from the efforts alluded to above is any direct help with this task. This fact was recognized in the TIMSS video study: "A focus on standards and accountability that ignores the processes of teaching and learning in classrooms will not provide the direction that teachers need in their quest to improve."
Extractions: Raising Standards for Teaching By: Format: Soft Cover Length: 2254 pages Order #: LITT-WEB Price: This practical, incisive volume argues that the current process for teacher licensing does not always guarantee competence in the classroom. Too often, states have failed to create and enforce standards based on valid measures of who can teach effectively. The authors of this book provide a comprehensive blueprint for developing a better system of teacher licensing. You will find examples of real-life standards, exams, assessments, and other useful tools. back to topic index
Teach In Glasgow It is committed to raising standards and improving provision across its education Support for teachers and the teaching process is therefore crucial in http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/TeachinGlasgow/
Extractions: @import url( /gcccorpsite/styles/alternate.css ); @import url( /gcccorpsite/styles/channelhomepageposition_a.css ); @import url( /gcccorpsite/styles/channelhomepage_a.css ); To Print this page please select the Print option from the browsers File Dropdown Menu Home Sitemap A-Z directory Help ... ONLINE SERVICES SEARCH You are here: Home: Residents: Going to School: Teach in Glasgow: ... back print this page To Print this page please select the Print option from the browsers File Dropdown Menu email this page Teach in Glasgow Help us create the new future Glasgow is Scotlandâs largest education authority. It is committed to raising standards and improving provision across its education service. Our performance is improving - pupils are doing better in the national examinations and pupil attainment has been improving year on year in literacy and numeracy. But the challenge remains: we need to keep a clear focus on improving the life chances of our children and young people. Glasgow's for Learning What do I need to become a teacher?
Raising Standards raising standards. Occupational Health05 October 2004 0000This article first the effectiveness of their responsibility to teach manual handling, http://www.personneltoday.com/Articles/2004/10/05/28444/Raising standards.htm
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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.
SC Praised For Improving Teacher Quality, Raising Standards On raising standards on national education report card states newly approvedcertification standards, educators who teach fifth through eighth grades must http://www.myscschools.com/news/2001/quality.htm
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. "It’s always gratifying when our state’s 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 "
The Standards Site: About The standards Site raising standards. standards Site areas have time tofocus on raising standards and teaching children to enjoy their education. http://www.standards.dfes.gov.uk/primary/about/
Extractions: Standards Site areas: Pick an area Academies Advanced Skills Teachers Beacon Schools Ethnic Minorities Excellence in Cities Federations Forums Freedoms and Flexibilities Gender and Achievement Gifted and Talented Homework Innovation Unit Key Stage 3 Leading Edge Learning Mentors Literacy Local Authorities NTRP Numeracy Parental Involvement Personalised Learning Primary Strategy Pupil Achievement Tracker Research Rose Review Schemes of Work School Diversity School Improvement SIE Specialist Schools Study Support Target Setting Thinking Skills Training Schools Search the Standards Site: Your path: Standards Site Home Primary National Strategy About start of content On 20 May 2003, the Secretary of State launched Excellence and Enjoyment - A Strategy for Primary Schools which set out the vision for the future of primary education built on what we have already achieved. This vision is for a sector where high standards are obtained through a rich, varied and exciting curriculum which develops children in a range of ways. The key to making this vision a reality lies in:
