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Accountability for learning: how teachers and school leaders by Mr Douglas B Reeves PH.D.

By Mr Douglas B Reeves PH.D.

Explains the best way to remodel responsibility from damaging and demoralizing accounting drills right into a positive decision-making approach that improves educating, studying, and management. Encourages educators to turn into proactive in constructing student-centered responsibility platforms. those structures catch the numerous features of training that try out ratings don?t reveal-they inform the tales in the back of the numbers. indicates how educators can create responsibility platforms that improve instructor motivation and result in major advancements in pupil fulfillment and fairness, even in usually low-performing faculties. Explains tips to construct a student-centered responsibility method through interpreting key signs in instructing, management, curriculum, and mum or dad and neighborhood involvement. targeting the study room, it outlines how lecturers can develop into leaders in responsibility by utilizing a four-step strategy of statement, mirrored image, synthesis, and replication of potent instructing practices. eventually, the writer discusses the function of neighborhood, country, and federal policymakers and corrects the myths linked to No baby Left in the back of.

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Sample text

The Accountable Teacher 33 “We don’t intend to run out of wall space for a very long time,” says principal Connie Skinner. When I ask why the Wall of Fame has no students’ names, Ms. Skinner explains, “In the trophy case, we honor individual and team achievement. But on the Wall of Fame, we are making clear to every student in the school that kids in this neighborhood and in this school are expected to shine. Not just some kids—all kids. The Wall of Fame gives them models of what great performance looks like.

Test scores create the illusion of precision, but the best practice for teachers and leaders is to consider the preponderance of evidence, not a single score. Although great teaching is indeed an art, it is also subject to description, measurement, and, best of all, replication. Ours is a collaborative profession, and we do the cause no service by shrouding it in mystery or claiming that it cannot be measured or otherwise made subject to accountability. The things we most value we hold most accountable, and thus teachers and leaders should embrace, not resist, progressive accountability systems.

The critics of high-stakes testing are wrong when they presume that the pursuit of improved student achievement as measured by those test scores leads teachers to become mindless sycophants who forget everything they ever learned about critical thinking and student engagement. The resolution to this dilemma lies in the reformulation of educational accountability. 50 ACCOUNTABILITY FOR LEARNING Teacher Leadership in Accountability There is a constructive alternative to top-down accountability systems and the exclusive reliance on test scores.

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