Text(s) and Chapter(s): Reach the Highest Standard (Pages 26-35), Opening Doors to Equity (Chapters 5 and 6), and Having Hard Conversations (Chapters 1 and 2)
Briefly summarize two or three key points from the combined readings.
School administrators that promote active engagement focus on consistently producing strong, positive effects on learning outcomes. In like manner, active engagement allows teachers to have significant voices and choices in shaping their own learning. Additionally, by designing professional learning with theories and research in mind, school administrators can target learning towards adult development. Furthermore, as the teachers construct personnel, the meaning of their learning, they are able to build different opportunities for reflection. Some of these strategies include practice with feedback, coaching, modeling, problem-solving, and collaborative discussions. Professional learning that is effective, must feel meaningful and valuable to all learners. …show more content…
With this in mind, educators must ask themselves what do students need to understand and be able to do to excel at each task? If teachers do not collaborate with one another to define the intention, with specific criteria in mind, there will be no clear directions. In contrast, setting low expectations derails the intention, an often derives from fear of making students uncomfortable or fear of making ourselves uncomfortable. As advocates of adult learning, school administrators should relentlessly seek solutions to challenges with the input of others. Thus, embracing a spirit of trial and error by planning challenges and facilitating solutions, school administrators can ensure that teacher have the opportunity to determine best practices according to current
Briefly summarize two or three key points from the combined readings.
School administrators that promote active engagement focus on consistently producing strong, positive effects on learning outcomes. In like manner, active engagement allows teachers to have significant voices and choices in shaping their own learning. Additionally, by designing professional learning with theories and research in mind, school administrators can target learning towards adult development. Furthermore, as the teachers construct personnel, the meaning of their learning, they are able to build different opportunities for reflection. Some of these strategies include practice with feedback, coaching, modeling, problem-solving, and collaborative discussions. Professional learning that is effective, must feel meaningful and valuable to all learners. …show more content…
With this in mind, educators must ask themselves what do students need to understand and be able to do to excel at each task? If teachers do not collaborate with one another to define the intention, with specific criteria in mind, there will be no clear directions. In contrast, setting low expectations derails the intention, an often derives from fear of making students uncomfortable or fear of making ourselves uncomfortable. As advocates of adult learning, school administrators should relentlessly seek solutions to challenges with the input of others. Thus, embracing a spirit of trial and error by planning challenges and facilitating solutions, school administrators can ensure that teacher have the opportunity to determine best practices according to current