Download Becoming a Great High School: 6 Strategies and 1 Attitude by Tim R. Westerberg PDF

By Tim R. Westerberg

What's going to it take to maneuver your highschool to the following level?In changing into an outstanding highschool, former critical Tim Westerberg emphasizes that major development in any highschool needs to commence with enhancing the standard of guide within the lecture room. however the remoted efforts of person lecturers will not be adequate. in the event that your university is functioning like a suite of academic marketers held jointly by way of a typical car parking zone, it is time for academics and directors to interact and pursue entire, coordinated ideas that may support all scholars be triumphant. Westerberg's 6+1 version for top university Reform exhibits how high-achieving colleges preserve good fortune and identifies what different faculties can do to accomplish comparable effects: undertake a we-expect-success angle. enhance transparent tutorial ambitions. enforce powerful guide. Use widespread formative review. song pupil growth. supply well timed intervention for suffering scholars. have a good time scholar success.Westerberg offers entire study on highschool reform from major 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 e-book provide you with the instruments and methods to take the plunge and create a faculty that permits all scholars to arrive their complete power.

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Extra info for Becoming a Great High School: 6 Strategies and 1 Attitude That Make a Difference

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15). 28 Becoming a Great High School This benchmark actually encompasses four different mental processes or dimensions, one each for adding, subtracting, multiplying, and dividing. Subjectmatter experts need to analyze benchmarks such as this one to identify its separate dimensions as well as to “delete content that is not considered essential, delete content that is not amenable to classroom assessment, and combine content that is highly related” (Marzano & Haystead, 2008, pp. 12–13). The Same Set of Standards Allows for Different Expectations The final problem with using state standards as the guaranteed and viable curriculum is that without considerable further definition, the same state standard can be taught and assessed in a different way by different teachers.

Scoring proficient on the state test) has been shown to increase student motivation (Jalongo, 2007; Newell & Van Ryzin, 2007). Newell and Van Ryzin (2007) say A ‘learning’ or ‘mastery’ goal orientation represents a desire to achieve purely for the purpose of obtaining knowledge and increasing skill. A ‘performance’ or ‘ego’ goal orientation, on the other hand, represents a focus on appearances rather than on real learning. The perceived goal orientation of a school can significantly affect a student’s own goal orientation.

Subjectmatter experts need to analyze benchmarks such as this one to identify its separate dimensions as well as to “delete content that is not considered essential, delete content that is not amenable to classroom assessment, and combine content that is highly related” (Marzano & Haystead, 2008, pp. 12–13). The Same Set of Standards Allows for Different Expectations The final problem with using state standards as the guaranteed and viable curriculum is that without considerable further definition, the same state standard can be taught and assessed in a different way by different teachers.

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