Frequent Monitoring of Teaching and Learning

A steady cycle of different assessments identify students who needs help. More support and instruction time is provided, either during the school day or outside normal school hours, to students who need more help. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs.

INDICATORS:

Monitoring of Teaching:

• Teachers modify classroom practice based on student achievement data.
• Classroom assessment is aligned with the curriculum.
• Written/adopted curriculum is taught and assessments used to identify needs. Instruction is then aligned to needs.
• Teachers are assigned to areas in which they are endorsed.
• Experienced teachers are paired to mentor Jess-experienced teachers.
• Teachers demonstrate high skill proficiency as outlined in the National Board Standards.
• Principal is in the classroom often to evaluate implementation of best practice (Anderson, et al.).
• Teaching and learning are the major focus areas of the staff supervision and evaluation process.
• There is adequate time for reflection and review.
• Teachers/schools implement a record-keeping system for student achievement data to assist with short- and long-range planning.
• Teachers allocate a significant amount of time to instruction.

Monitoring of Student Learning:

• Goals for achievable education outcomes are clear and explicit.
• Teachers have been trained and use classroom-based assessment to make instructional decisions.
• Student progress and areas for improvement are shared regularly with parents.
• Specific test results are closely analyzed to guide improvement efforts. Students who are in need of extra help are identified.
• Multiple assessments are used to measure student progress (WEA/NEA). Instructional materials are selected based on quality and appropriateness to student needs (WEA/NEA).
• Every student has a strong personal relationship with at least one adult in the school.
• Students are engaged in active participation, exploration, and research.

RESOURCES:

• Designing a Sustainable Standards-Based Assessment System

• Bernhardt, V. L. (1998). Data Analysis for Comprehensive Schoolwide Improvement. Larchmont, NY: Eye on Education, Inc.

• Bernhardt, V. L. (2000). Designing and Using Databases for School Improvement. Larchmont, NY. Eye on Education, Inc.

• Conzemius, A. and O'Neill, J. (2001). Building Shared Responsibility for Student Learning. Alexandria, VA: ASCD. See chapter 3, Reflection.

• Cotton, K. (1995). Research You Can Use to Improve Results. Alexandria, VA: ASCD and Portland, OR: NWREL. See chapter 7, Assessment.

• Cunningham, W. G. and Gresso, D. W. (1993). Cultural Leadership: The Culture of Excellence in Education. Boston: Allyn and Bacon. See chapter 7, Quality, Information, and Improvement.

• DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work. Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. See chapter 6, Sustaining the School Improvement Process.

• Hill, B. C., Ruptic, C., and Norwick, L. (1998). Classroom-Based Assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.

• Holcomb, E. L. (2001). Asking the Right Questions: Techniques for Collaboration and School Change. (2nd ed.). Thousand Oaks, CA: Corwin Press.

• Jenkins, L. (1997). Improving Student Learning: Applying Deming's Quality Principles in Classrooms. Milwaukee, WI: American Society for Quality. See section II, Improving Learning; section IV, Enthusiasm Maintained; and section V, Decision Making for Improved Student Learning.

• Sagor, R. (1996). Local Control and Accountability: How to Get It, Keep It, and Improve School Performance. Thousand Oaks, CA: Corwin Press. See chapter 9, Bringing Out the Best in Teachers and Programs.

• Schlechty. P. C. (2001). Shaking Up the School House: How to Support and Sustain Educational Innovation. San Francisco, CA: Jossey-Bass, Inc. See Part Two, Creating Quality Learning Experiences.

• Schmoker, M. (1999). Results: The Key to Continuous School Improvement. (2nd ed.). Alexandria, VA: ASCD. http://www.ascd.org/publications/books/1999schmoker/1999schmokertoc.html

• Schmoker, M. (2001). The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Alexandria, VA: ASCD. http://www.ascd.org/publications/books/2001schmoker/2001schmokertoc.html