Download The Leader's Guide to Standards: A Blueprint for Educational by Douglas B. Reeves PDF

By Douglas B. Reeves

In brand new institution atmosphere academic leaders are mandated to exploit educational criteria to degree the growth in their school's academics and scholars. regardless of the wealth of fabric that addresses the subject of educational criteria there's little written when you needs to lead the trouble to install position a good criteria process. The Leader's advisor to criteria is a landmark book-- written through Douglas Reeves, a professional in educational criteria, functionality evaluation, and accountability-- that indicates institution principals, assistant principals, academics, and district-level directors tips to construct a accomplished responsibility procedure for standards-based reform that specializes in management talents. Reeves deals sensible strategies for assessing and nurturing instructor functionality, constructing balanced review and responsibility rules, and making the case for criteria to the general public. additionally, the booklet addresses the very important position that policymakers from the neighborhood tuition board to nation and nationwide leaders play within the winning implementation of academic criteria.

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Extra resources for The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence

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This is one reason frequent measurement of a few standards is so important. Parents do not embrace the value of standards on the basis of an annual report. Rather, they and their children must see, every time they cross the threshold of the school door, evidence that each month students are getting better and better. The percentage of students achieving a rigorous standard in writing, reading comprehension, mathematical problem solving, or other academic area of particular interest to the school is growing higher and higher each month.

In brief, the existence of standards makes it clear that being above average is not as important as meeting a standard. Leaders must also consider the impact of academic rigor in standards when considering measurement of improvement. The most important metric for the school leader in a standardsbased system is the percentage of students who meet or exceed standards—that is, the percentage who, on a specific performance task, score at or above the proficient level of performance. The move of the average score from the 55th to the 60th percentile may or may not imply an improvement in the percentage of students who are proficient.

A significant part of the continuing crisis in confidence in public education can be attributed to the difference between what educators say a student can do, as documented with report cards and diplomas, and what students can actually do, as observed at work and in the home. The choice is not whether to be fair and accurate in our assessment comparing students to a standard, but rather the timing of this assessment. We can find problems proactively, gently identifying needs and implementing interventions; or we can find problems passively, reacting only after a child has faced severe academic trauma.

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