Townsend The Accountability Game 2004

The Accountability Game: From Rules and Regulations to Real Improvement: 

The Accountability Game: From Rules and Regulations to Real Improvement Dr Tony Townsend Chair, Department of Educational Leadership, College of Education Florida Atlantic University, Boca Raton, USA ICSEI Conference Rotterdam, the Netherlands 6 January, 2004

The new ‘Accountability Game’: 

The new ‘Accountability Game’ Internationally (your country and other countries) Nationally (your state and other states) Statewide (your district and other districts) Locally (your school and other schools) Classroom (your class and other classes) There is now an accountability process that exists at all levels:

Third International Maths and Science Study: Science Performance: 

Third International Maths and Science Study: Science Performance Singapore 607 Czech Rep. 574 Japan 571 Korea 565 Bulgaria 565 Netherlands 560 Slovenia 560 Austria 558 Hungary 554 England 552 Belgium- Flem 550 Australia 545 Slovak Rep. 544 Russian Fed. 538 Ireland 538 Sweden 535 USA 534 Canada 531 Germany 531 Norway 527 New Zealand 525 Thailand 525 Israel 524 Switzerland 522 Hong Kong 522 AVERAGE 516 Spain 517 Scotland 517 France 498 Greece 497 Iceland 494 Latvia 485 Romania 486 Portugal 480 Denmark 478 Lithuania 476 Belguim-Fr. 471 Iran 470 Cyprus 463 Kuwait 430 Colombia 411 Sth Africa 326

Third International Maths and Science Study: Maths Performance: 

Third International Maths and Science Study: Maths Performance Singapore 643 Korea 607 Japan 605 Hong Kong 588 Belgium- Flem 565 Czech Rep. 564 Slovak Rep. 547 Switzerland 545 Netherlands 541 Slovenia 541 Austria 539 France 538 Hungary 537 Russian Fed. 535 Australia 530 Ireland 527 Canada 527 Belguim-Fr. 526 Sweden 519 Bulgaria 522 Thailand 522 Israel 522 AVERAGE 513 Germany 509 New Zealand 508 England 506 Norway 503 Denmark 502 USA 500 Scotland 498 Latvia 493 Spain 487 Iceland 487 Greece 484 Romania 482 Lithuania 477 Cyprus 474 Portugal 454 Iran 428 Kuwait 392 Colombia 385 Sth Africa 354

Program for International Student Assessment (PISA), 2000: 

Program for International Student Assessment (PISA), 2000 An international survey of student knowledge and skills in Reading, Mathematics and Science literacy 265,000 students from 32 countries 2000 main emphasis on Reading 2003 main emphasis on Mathematics 2005 main emphasis on Science

Results: 

Results One in ten students completed the hardest reading tasks One in six students could only complete (at best) the simplest tasks. Most students had neither very high nor very low reading skills.

PISA Scores: 

PISA Scores Finland 546 Canada 534 New Zealand 529 Australia 528 Ireland 527 Korea 525 United Kingdom 523 Japan 522 Sweden 516 Austria 507 Belgium 507 Iceland 507 USA 504 OECD Average 500 Japan 557 Korea 547 New Zealand 537 Finland 536 Australia 533 Canada 533 Switzerland 529 United Kingdom 529 Belgium 520 France 517 USA 493 OECD Average 500 Korea 552 Japan 550 Finland 538 United Kingdom 532 Canada 529 New Zealand 528 Australia 528 Austria 519 Ireland 513 Sweden 512 USA 499 OECD Average 500 READING MATHEMATICS SCIENCE * significantly higher that the USA average

Comparisons: 

Comparisons below 1 level 1 level 2 level 3 level 4 level 5 Finland 2 5 14 29 32 18 Korea 1 5 19 39 31 6 Canada 2 7 18 28 28 17 Japan 3 7 18 33 29 10 Ireland 3 8 18 30 27 14 New Zealand 5 9 17 25 26 19 Australia 3 9 19 26 25 18 USA 6 12 21 27 21 12 OECD Average 6 12 14 29 32 9

Slide9: 

Family background Results Difference in reading scores by parents’ occupation. The scores below indicate the point difference between the average score for the bottom quarter of students and the top quarter of students based on parent occupation. Country point difference 1. Korea 33 2. Iceland 52 3. Finland 53 4. Latvia 64 5. Canada 66 10. Netherlands 71 15. Greece 79 18. New Zealand 85 Country point difference 21. Australia 87 23. USA 90 26. UK 97 30. Germany 113 31. Switzerland 115

GOALS 2000 - USA: 

GOALS 2000 - USA All children will arrive at school ready to learn The high school graduation rate will increase to at least 90% Students will master challenging subject matter Teachers will have access to training programs to improve their skills US students will be the first in the world in math and science All adult Americans will be literate, and able to compete in a global economy Every school will be free of drugs and violence Every school will strive to increase parental involvement and participation in children’s education

Goals Report, 1999: 

Goals Report, 1999 Student Achievement - Proficiency levels (% of students deemed to be proficient nationally) grade 4 grade 8 grade 12 reading 1992 29 29 40 1998 31 33 40 mathematics 1990 13 15 12 1996 21 24 16 writing 1998 23 27 22 science 1996 29 29 21

Goals Report 1995: 

Goals Report 1995 Grade 4 Proficiency levels (% of students deemed to be proficient) M F white black asian hispanic american indian reading 22 29 32 7 43 11 15 mathematics 20 17 23 3 30 6 10 history 18 16 22 4 22 6 9 geography 26 19 29 3 32 10 9

Slide13: 

Goals Report 1995 Grade 8 Proficiency levels (% of students deemed to be proficient) M F white black asian hispanic american indian reading 21 35 34 8 42 13 19 mathematics 25 24 32 3 44 8 9 history 15 13 17 4 23 5 5 geography 30 25 36 5 40 10 15

Slide14: 

Goals Report 1995 Grade 12 Proficiency levels (% of students deemed to be proficient) M F white black asian hispanic american indian reading 27 40 40 12 30 18 18 mathematics 18 14 19 3 31 6 4 history 12 9 13 2 16 4 5 geography 32 22 33 5 32 10 N/A

State Comparisons: 

State Comparisons Reading -1998 Math – 1996 Sci - 1996 1998 % Gr. 4 Gr. 8 Gr. 4 Gr. 8 Gr. 8 graduating Best 46 42 29 34 41 93 2nd best 36 42 24 31 37 92 Michigan 28 - 29 28 32 90 Florida 23 23 15 17 21 85 2nd worst 19 18 8 7 13 75 Worst 10 12 5 5 5 75 USA 31 33 21 24 29 85

Within State Comparisons: 

Within State Comparisons % of students satisfactory or higher – 2002 MEAP scores Reading Reading Math Math Grade 4 Grade 7 Grade 4 Grade 8 Beecher 30 21 26 17 Bendle 63 31 63 43 Flint 29 21 44 10 Flushing 75 65 86 77 Grand Blanc 78 79 86 90 GISD 54 47 61 48 Michigan 57 61 65 54

Slide24: 

Beecher

Slide25: 

Beecher Flint

Slide26: 

Beecher Flint Westwood Heights

Slide27: 

Beecher Flint Westwood Heights

Slide28: 

Beecher Flint Westwood Heights

2003 State Comparisons – Reading: 

2003 State Comparisons – Reading Grade 4 Grade 8 level 1-2 level 4-5 level 1-2 level 4-5 Florida 40 29 52 19 St John’s 26 41 35 40 Santa Rosa 21 44 32 42 Broward 40 30 49 20 Palm Beach 42 28 52 19 Miami-Dade 49 24 64 13 Gadsen 53 15 75 4 Madison 56 15 60 11

2003 State Comparisons – Mathematics: 

2003 State Comparisons – Mathematics Grade 4 Grade 8 level 1-2 level 4-5 level 1-2 level 4-5 Florida 45 20 44 24 St John’s 33 31 33 33 Santa Rosa 30 31 25 40 Broward 40 23 40 27 Palm Beach 48 20 43 17 Miami-Dade 52 16 58 16 Gadsen 65 5 61 10 Madison 71 8 67 12

2003 Local Comparisons – Grade 4: 

2003 Local Comparisons – Grade 4 Reading Mathematics level 1-2 level 4-5 level 1-2 level 4-5 Broward 40 30 40 23 Embassy Creek 8 65 12 57 Bayview 19 56 14 49 Everglades 20 58 17 53 Sunland Pk 87 5 82 3 Robert Markham 79 4 77 4 Thurgood Marshall 75 3 78 4

2003 Local Comparisons – Grade 8: 

2003 Local Comparisons – Grade 8 Reading Mathematics level 1-2 level 4-5 level 1-2 level 4-5 Broward 49 20 40 27 Westglades 24 39 12 55 Sawgrass 25 37 18 49 Tequesta Tr 28 37 15 50 Pompano Bch 67 10 58 17 Attucks 63 9 60 11 Henry Perry 68 8 63 8

2003 Local Comparisons – Grade 4: 

2003 Local Comparisons – Grade 4 % % % % white hispanic black other Broward Embassy Creek 73 15 5 7 Bayview 87 9 1 3 Everglades 54 36 3 7 Sunland Pk 0 1 99 1 Robert Markham 3 28 68 1 Thurgood Marshall 0 3 96 1

2003 Local Comparisons – Grade 8: 

2003 Local Comparisons – Grade 8 % % % % white hispanic black other Broward Westglades 80 9 6 5 Sawgrass 64 18 11 7 Tequesta Tr 52 39 3 6 Pompano Bch 31 16 51 2 Attucks 27 19 52 2 Henry Perry 6 21 69 4

No child left behind: 

No child left behind Four Reform Principles Accountability: Guaranteeing Results Flexibility: Local Control for Local Challenges Research-Based Reforms: Proven Methods with Proven Results Parental Options: Choices for Parents, Hope for Kids

No child left behind: 

No child left behind Accountability Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools.

No child left behind: 

No child left behind Flexibility No Child Left Behind gives communities the freedom to find local solutions for local challenges.

No child left behind: 

No child left behind Research-Based Improvements The Problem: Some schools use unreliable and untested methods that can actually impede academic progress. The Solution: Encourage schools to use evidence-based practices and materials.

No child left behind: 

No child left behind Parental Options Parents can choose to make a change when their child's school does not improve.

Slide40: 

Overview Stronger Accountability More Local Freedom Proven Methods Choices for Parents More Options for Parents Getting Students Help School Choice Supporting Charter Schools A-Z Index Signed by President George W Bush on January 8, 2002, The No Child Left Behind Act gives our schools and our country groundbreaking educational Reform based on the following ideals: * Stronger Accountability for Results * More Freedom for States and Communities * Encouraging Proven Educational Methods * More Choices for Parents A-Z Index NCLB Extra Credit & The Achiever Find your way around the No Child Get email updates on No Child Left Behind (NCLB) section. GO > Left Behind. GO > Toolkit for Teachers Op-Eds & Letters to the Editor How NCLB supports teachers. Secretary Paige and other ED Summarizes the law's highly officials set the record straight qualified teacher provisions. GO > on No Child Left Behind. GO > Guidance on Teacher Quality A Parents Guide and Report Cards Draft guidance on Title II state Summarizes NCLB, answers grant programs that focus on high questions about the law, and quality teachers and principals, and tells what it means for parents. GO > answers to questions about state and district report cards. GO >

Slide41: 

Overview Stronger Accountability More Local Freedom Proven Methods Choices for Parents More Options for Parents Getting Students Help School Choice Supporting Charter Schools A-Z Index Signed by President George W Bush on January 8, 2002, The No Child Left Behind Act gives our schools and our country groundbreaking educational Reform based on the following ideals: * Stronger Accountability for Results * More Freedom for States and Communities * Encouraging Proven Educational Methods * More Choices for Parents A-Z Index NCLB Extra Credit & The Achiever Find your way around the No Child Get email updates on No Child Left Behind (NCLB) section. GO > Left Behind. GO > Toolkit for Teachers Op-Eds & Letters to the Editor How NCLB supports teachers. Secretary Paige and other ED Summarizes the law's highly officials set the record straight qualified teacher provisions. GO > on No Child Left Behind. GO > Guidance on Teacher Quality A Parents Guide and Report Cards Draft guidance on Title II state Summarizes NCLB, answers grant programs that focus on high questions about the law, and quality teachers and principals, and tells what it means for parents. GO > answers to questions about state and district report cards. GO >

CHOICES FOR PARENTSThe Facts About...Supporting Charter Schools: 

CHOICES FOR PARENTS The Facts About...Supporting Charter Schools The Challenge: To promote and encourage more parental options through charter schools. The Solution: Provide information to parents and educators on charter schools that are successful in improving academic achievement without the burden of unnecessary regulations.

Slide43: 

CHOICES FOR PARENTS The Facts About...Supporting Charter Schools No Child Left Behind recognizes the accomplishments of the charter school movement. Charter schools have greater freedom from burdensome regulations in exchange for being held to high standards of accountability. Consistent with the president's entire education plan, charter schools show that higher standards, parent and community involvement and greater freedom can result in higher achievement.

Slide44: 

CHOICES FOR PARENTS The Facts About...Supporting Charter Schools Charter schools are public schools which are largely free to innovate, and often provide more effective programs and choice to underserved groups of students. The result is schools that are designed to meet students' unique interests (e.g., vocational training, arts) and special talents or needs. Many of these programs have clearly increased academic achievement. Parents and teachers at charter schools develop programs for their students. In some, the community becomes the classroom, using museums and libraries to enrich the offerings. A recent comprehensive national study of charter schools conducted by the RAND Corporation suggests that charter schools can have a positive impact on student achievement and increase levels of parental satisfaction.

Slide45: 

CHOICES FOR PARENTS The Facts About...Supporting Charter Schools Charter schools are an important alternative in districts where schools are having difficulty improving academic achievement. Starting this fall, parents who have a child in a school that has been identified as needing improvement will have the opportunity to send their child to a new school. Under No Child Left Behind, children who attend schools identified as needing improvement have the opportunity to enroll in charter schools located within their district. These districts will be required to use federal funding to provide meaningful choices as well as to provide transportation to the new schools families choose.

MEAP scores – GISD – Gr 4 Reading: 

MEAP scores – GISD – Gr 4 Reading

Slide47: 

MEAP scores – GISD – Gr 4 Reading

Slide48: 

MEAP scores – GISD – Gr 4 Math

Slide49: 

MEAP scores – GISD – Gr 4 Math

American Federation of Teachers 2002: 

American Federation of Teachers 2002 Charter schools contribute to the racial and ethnic isolation of students…. Charter school teachers are less experienced and lower paid than teachers in other public schools…. Charter schools generally obtain funding for the type of students they educate that is comparable to other public schools…. Charter school students generally score no better (and often do worse) on student achievement tests than other comparable public school students. School districts with growing enrollments feel little competitive pressure and sometimes view charter schools as a solution to over- crowding….

Slide51: 

American Federation of Teachers 2002 Charter schools have not been held to the “bargain” they made—trading freedom from rules for increased accountability…In general, the schools have taken the freedom but have not delivered on their promise to produce results. Charter schools were supposed to experiment with new curricula and classroom practices, but they have proven no more innovative than other public schools…. The problems associated with charter schools identified in this report are exacerbated in the charter schools operated by for-profit companies…. The justification for charter schools has moved from one that is based on education and innovation to one that is based on choice and competition.

Education Yes!, Michigan: 

Education Yes!, Michigan All Michigan elementary and middle school children will read independently and use math to solve problems at grade level. All Michigan students will experience a year of academic growth for a year of instruction. All Michigan high school students, in addition to demonstrating high academic achievement, will have an individual educational plan leading them to being prepared for success. ‘…every Michigan school come to attain the following rigorous, challenging and focused standards:

Florida A+ Plan: 

Florida A+ Plan every student should gain a year's worth of knowledge in a year's time in a Florida public school and there should be accountability in all schools.

Codding, 1997:15: 

Codding, 1997:15 ...almost none of the widely advocated reforms - modular scheduling, open space, individualized instruction, different school governance experiments, vouchers, charter schools, the various curriculum reform initiatives - have survived or changed student performance.

Slide55: 

Willms, 2003: 30 (PISA) On average, in OECD countries 24.5% of students have a low sense of belonging and 20% have low participation.

Willms, 2003: 30 (PISA): 

Willms, 2003: 30 (PISA) 25% of all students have a high sense of belonging, have high attendance and do well (top students); 27% of all students have a high sense of belonging, good attendance but don’t do quite as well (engaged students); 20% of all students have a low sense of belonging but high attendance and do well (isolated students); 10% of all students have a moderate sense of belonging but don’t show up much and don’t do well (absentee students); and 17% of all students have a low sense of belonging and don’t do well, even though they attend most of the time (non-academic students).

Slide57: 

Willms, 2003: 30 (PISA) Do well Don’t do well high low high low participation participation participation participation High sense of belonging Low sense of belonging 25% 27% 20% 17% 10%

What Helps Students Learn?: 

What Helps Students Learn? Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994, Educational Leadership, pp 74-79) Analysed 179 chapters, conducted 91 research sysntheses, interviewed 61 educational researchers, considered 11,000 findings. Identified 28 areas grouped into 6 categories

Slide59: 

What Helps Students Learn? Student Aptitude 54.7 Classroom Instruction/Climate 53.3 Context 51.4 Program Design 47.3 School Organisation 45.1 State/District Characteristics 35.0

What helps students learn?: 

What helps students learn? student classroom home/community program school district/system

Slide61: 

What Helps Students Learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive processes 4. Home Environment/Parental Support 5. Student/Teacher social interactions 6. Social/behavioural attributes 7. Motivational/Affective attributes 8. Peer Group 9. Quantity of Instruction 10. School Culture 11. Classroom Climate 12. Classroom Instruction 13. Curriculum Design 14. Academic Interactions 15. Classroom Assessment 16. Community Influences 17. Psychomotor skills 18. Teacher/Administrator Decision Making 20. Parent Involvement Policy 21. Classroom Implementation and Support 22. Student demographics 23. Out of Class Time 24. Program Demographics 25. School Demographics 26. State Level Policies 27. School Policies 28. District Demographics

What helps students learn?: 

What helps students learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive Processes 4. Home environment/parental support 5. Student/Teacher social interactions 22. Student Demographics 26. State Level Policies 27. School Policies Wang, Haertel & Walberg, 1993

Slide63: 

What helps students learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive Processes 4. Home environment/parental support 5. Student/Teacher social interactions Wang, Haertel & Walberg, 1993

Slide64: 

What helps students learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive Processes 4. Home environment/parental support 5. Student/Teacher social interactions Wang, Haertel & Walberg, 1993

Slide65: 

What helps students learn? 1. Classroom Management 2. Metacognitive processes 3. Cognitive Processes 4. Home environment/parental support 5. Student/Teacher social interactions Wang, Haertel & Walberg, 1993

Slide66: 

THE INTENDED CURRICULUM - expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned

Slide67: 

THE INTENDED CURRICULUM - expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned THE IMPLEMENTED CURRICULUM - what teachers do in classrooms - teaching and learning practices - pedagogy

Slide68: 

THE INTENDED CURRICULUM - expectations about learning outcomes and standards to be achieved - content and skills to be taught and learned THE IMPLEMENTED CURRICULUM - what teachers do in classrooms - teaching and learning practices - pedagogy THE ATTAINED CURRICULUM - demonstration of learning outcomes by students - actual achievement of students in relation to standards

The Four Pillars of the Global Classroom: 

The Four Pillars of the Global Classroom Education for Survival Understanding our place in the world Understanding community Understanding our personal responsibility

Moving the Focus : 

Moving the Focus Currently we focus on the content as subject. In the future we will need to focus on the student as subject.

The RelationaLearning Model (Otero and Sparks, 2000): 

The RelationaLearning Model (Otero and Sparks, 2000) RECOGNISING Awareness Facts for Forgetting Isolated Learners Engaged Learners Global Self-regulated Learners

The RelationaLearning Model (Otero and Sparks, 2000): 

The RelationaLearning Model (Otero and Sparks, 2000) UNDERSTANDING Adaptability Concepts for Analysing RECOGNISING Awareness Facts for Forgetting Isolated Learners Engaged Learners Interactive/Introspective Learners Global Self-regulated Learners

The RelationaLearning Model (Otero and Sparks, 2000): 

The RelationaLearning Model (Otero and Sparks, 2000) VALUING Interaction Ethics for Discussion UNDERSTANDING Adaptability Concepts for Analysing RECOGNISING Awareness Facts for Forgetting Isolated Learners Engaged Learners Interactive/Introspective Learners Global Self-regulated Learners

The RelationaLearning Model (Otero and Sparks, 2000): 

The RelationaLearning Model (Otero and Sparks, 2000) RELATING Interdependence Options for Positive Action VALUING Interaction Ethics for Discussion UNDERSTANDING Adaptability Concepts for Analysing RECOGNISING Awareness Facts for Forgetting Isolated Learners Engaged Learners Interactive/Introspective Learners Global Self-regulated Learners

Slide75: 

Perception Our view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.

Slide78: 

FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE KEEPING OF FULL FINDINGS.

Slide79: 

FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE KEEPING OF FULL FINDINGS.

Slide82: 

Perception Our view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at. We can, however, change people’s perceptions of the world by providing them with new information.

Randall Clinch: 

Randall Clinch Teachers respond to young people’s behavior and try to address the behavior. If we addressed how young people think we can engage them in learning.

Slide84: 

Randall Clinch We need to distinguish between habitual behavior and intelligent behavior. With habitual behavior we respond to a stimulus in the same way as we have learned to respond. With intelligent behavior we reinterpret the stimulus by asking ourselves questions.

Slide85: 

Environment interpreted by Senses External Stimulus Memory Perception Imagination (The Past) (The Present) (The Future) Emotion (The Driver) Action Thoughts Thoughts Thoughts Thoughts

Slide86: 

Stimulus Perception Emotion Action Stimulus Perception Emotion Action Stimulus Perception Emotion Action Stimulus Perception Emotion Action Stimulus Perception Emotion Action Stimulus Perception Emotion Action The Story

Slide87: 

Questions about the Environment Internal Stimulus Memory Perception Imagination (The Past) (The Present) (The Future) Emotion (The Driver) Action A different story Thoughts Thoughts Thoughts Thoughts

Randall Clinch: 

Randall Clinch A concept is... ...an idea that is opinion based and experience supported. It is a living thing and can grow over time. Often the opinion is inherited.

Slide89: 

Randall Clinch For students to be successful learners we need to help them to develop five primary concepts: a concept of learning a concept of teacher a concept of school a concept of self a concept of future

Slide90: 

Randall Clinch The concept of learning we need to develop is the ability to gain knowledge and the ability to do something today I couldn’t do yesterday.

Slide91: 

Randall Clinch The concept of teacher we need to develop is someone who facilitates or shares the learning.

Slide92: 

Randall Clinch The concept of school we need to develop is that it is a place of learning.

Slide93: 

Randall Clinch The concept of self we need to develop is that I can learn.

Slide94: 

Randall Clinch The concept of future we need to develop is something that hasn’t happened yet, but I am looking forward to.

School and Class Effects: 

School and Class Effects Percent of Variance in Value-Added Measures of English and Mathematics Achievement Accounted for by School and Class Effects Class (%) School (%) English Primary 45 9 Secondary 38 7 Mathematics Primary 55 4 Secondary 53 8 Peter Hill, 1997: 9

From Effective Schools to Effective Teachers: 

From Effective Schools to Effective Teachers Modern Teachers need to be developed as capable which is seen as moving ‘beyond’ initial competencies. The Capable Teacher is what we should be seeking to develop, encourage and honour as the hallmark of our profession. Cairns, 1998: 1

Capability Learning Model: 

Capability Learning Model Three intertwined elements: Ability (describes both competence and capacity) Values (the ideals that govern the use of ability) Self-efficacy (the way people judge their capability to carry out actions effectively)

Leadership Issues for Capability Learning Model: 

Leadership Issues for Capability Learning Model Ability (improved by structured professional development) Values (improved by establishing a common code of values - professionalism) Self-efficacy (improved by providing teachers with professional support)

Slide99: 

General Design for Improving Learning Outcomes Hill and Crevola 1997 beliefs and understandings School and class organisation classroom teaching strategies Intervention and special assistance home, school and community partnerships professional learning teams monitoring and assessment standards and targets leadership and coordination

Nutrients for a hospitable learning culture: 

Nutrients for a hospitable learning culture being valued being encouraged being noticed being trusted being listened to being respected Southworth, 2000

More information: 

More information If you would like more details contact Tony Townsend: Phone: 561 297 6771 Fax: 561 297 3618 Cell: 561 4143709 email: townsend@fau.edu