By Tim R. Westerberg
What's going to it take to maneuver your highschool to the subsequent level?In turning into a good highschool, former significant Tim Westerberg emphasizes that major development in any highschool needs to commence with bettering the standard of guideline within the school room. however the remoted efforts of person academics should not sufficient. in the event that your college is functioning like a suite of academic marketers held jointly via a standard car parking zone, it is time for academics and directors to interact and pursue entire, coordinated innovations that might support all scholars prevail. Westerberg's 6+1 version for top college Reform indicates how high-achieving colleges hold luck and identifies what different faculties can do to accomplish comparable effects: undertake a we-expect-success perspective. improve transparent educational objectives. enforce powerful guideline. Use widespread formative evaluation. song pupil growth. supply well timed intervention for suffering scholars. rejoice scholar success.Westerberg presents accomplished study on highschool reform from best schooling specialists, candid examples from his 26 years as a central, and thought-provoking insights from different highschool leaders who've taken up the decision to enhance their schools.If you are prepared to take your highschool to the following point, this ebook provide you with the instruments and methods to take the plunge and create a faculty that permits all scholars to arrive their complete capability.
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Additional resources for Becoming a Great High School: 6 Strategies and 1 Attitude That Make a Difference
Marshall’s recommendations, based on research results, suggest that I may have wasted at least 10 years of my career. That last statement is admittedly an exaggeration. In retrospect, however, it seems that I must have spent a decade of my 26 years as a principal in my basement writing lengthy summative evaluation reports as part of the teacher supervision and evaluation process. As I suspected all along, this was definitely not one of those activities on Marshall’s list of recommendations. For new and veteran teachers whose continued employment in the district was in question, the process served a legal purpose.
The single criterion for getting an A seemed to be that the book had to be at least 200 pages in length. One copy of her favorite book, Seabiscuit, was 198 pages in length. Borders had another version of the book with different print and 212 pages. This was yet another item to check off. 36 Becoming a Great High School Our youngest son had summer assignments between his sophomore and junior years in high school in preparation for entering the International Baccalaureate program at his school. The assignments included reading two novels for language arts; completing worksheets in Spanish, chemistry, math, and biology; and reading the first nine chapters in a history book.
When we look at rigor based on these definitions, it has very little to do with the quantity of work we assign to students. Instead, it has a great deal to do with the quality of the work we ask students to do and the types of assessments we use to monitor and evaluate student progress. Creating Rigorous Curricula and Instruction School or district leaders who are interested in creating curricula and instruction that reflect true rigor can begin to re-evaluate what they are doing by engaging in the following six-step process: • • • • Begin the conversation with teachers and administrators at the school or district level.