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Key #1 No Roadblock TeachersKey #2 The Right Balance of LeadershipKey #3 Feedbackkey #4 Smaller SchoolsKey #5 More Time in Schools
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TimestampKey #1 No Roadblock Teachers (Roadblock teachers block the path to closing the achievement gap. Teachers committed to following the path will commit to a growth mindset in order to improve upon their craft through professional development, coaching and teamwork.) What do we need in order to keep teachers from blocking the path to achievement?Key #2 The Right Balance of Leadership (Leadership that includes a principal who is committed to closing the gap by spending most of their time coaching teachers and building school and staff culture.) What do we need in order to create the right balance of leadership?Key #3 Feedback (Data driven instruction with regular feedback shared between students, teachers, and the principal.) What do we need in order to maintain data driven instruction that shares feedback regularly?Key #4 Smaller Schools (Small schools allow instructional leaders more time with teachers, a more cohesive team of teachers, and more staff reinforcing student culture.). We are a small school. What do we need to take advantage of our smaller size?Key #5 More Time in Schools (Maximizing or extending the day with intentionally chosen activities that close the gap which includes opportunities for all students that extend the school day with ASES, extend the school year with summer school, or by extending the school week such as Saturday school.) What do we need in order to maximize or extend our time equitably for all students that will provide further opportunity in closing the achievement gap?
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2021/05/21 4:00:30 PM MDTSupport professional development that's meaningful to the specific needs of the individual teacher, not a "one size fits all" approach.Redistribute tasks that typically fall to the principal to other personnel, to enable principal to focus on tasks that help close the gap.A schedule of data collection and presentationMore feeling of a team among the staff. I have not found Dingle to be the most welcoming school, from some teachers to the office staff.Parent buy in. Often the students most in need of these extra services are those who don't participate. Also, a decrease in chronic absenteeism.
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2021/05/21 4:09:36 PM MDTWe need adequate DAILY planning & lesson development time similar to middle school & highschool.We need to set grade level and school wide goals that will allow students an opportunity to gain mastery of basic math & reading skills.We need time to analyze data & provide feedback.We need to retain teachers. Currently, there is too much movement from one grade to another or teachers leaving the school.Although extending the learning day may be a step in the right direction, we need qualified staff/teachers to participate in the added learning opportunities. Often we fill an extended day roster with students that have an academic gap, and unfortunately, we ask unqualified college students (ASES) to meet the academic needs of those students. Both students and ASES staff are placed in a difficult situation.
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2021/05/21 11:10:26 PM MDTPersonalized professional development, effective regular coaching, supplies and resources need to be made easily available to teachers, focused collaboration among teachers, regular discussions among teachers with data analysis driving the discussion are a few things needed to keep teachers on the path to achievement.Remove some of the housekeeping responsibilities from the principal's daily duties, to allow more time to coach and build a culture of high achievement.1. Define the data to be collected. 2. Guiding questions of what to analyze given prior to meeting for discussion. 3. Set a timeline and schedule of when data meeting will take place. 4. Use meetings to discuss effective strategies and create action plans. 5. Follow up to discuss results of action plans.Use common academic language. Commit to using precise language.Train ASES tutors to support scholars more effectively through nontraditional modes such as using poems/ chants/ songs/ readers theater to practice grade level standards in addition to the usual homework support. Give ASES tutors who run daily afterschool program some time to collaborate with the grade level teachers of their students a minimum of 3 times in a school year. Create additional themed opportunities to allow for all students to attend ASES "mini academies" that run for approx. 3-4 weeks each. Consider sports, arts, science, engineering, and coding.
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