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.
Read Online or Download The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence PDF
Similar administration books
This edited variation includes chapters through major students on gender and academic management, which draw on learn on leaders in user-friendly, secondary, and postsecondary colleges all over the world.
'Good colleges imagine with humans and never to humans' argues David Hudson during this thought-provoking functional consultant for these desirous to bridge the distance among center and senior administration roles, and make a distinction of their colleges. Accessibly and engagingly written and jam-packed with real-life examples, this e-book will turn out crucial analyzing for bold lecturers and deputy heads all over the place.
- Accident Prevention Manual: Administration & Programs 12th Edition (Occupational Safety and Health Series (Chicago, Ill.).)
- Authentic Learning Experiences: A Real-World Approach to Project-Based Learning
- The New Principal's Fieldbook: Strategies for Success
- Transforming a College: The Story of a Little-Known College's Strategic Climb to National Distinction
- Leading School Change: 9 Strategies to Bring Everybody on Board
Extra resources for The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence
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.