Tipping Point: From Feckless Reform to Substantive Instructional Improvement

Abstract

Even though we already know the best way to improve instruction, we persist in pursuing strategies that have repeatedly failed. Mr. Schmoker urges us to break free of our addiction to strategic planning and largescale reform.

Relationship between Professional Learning Community, Bureaucratic Structure and Organisational Trust in Primary Education Schools

“…As a result of external influences, schools search for ways to respond to the demands of society and policymakers, and they have had to develop a variety of strategies, including a change of school structures. Although many strategies have been suggested for this subject, some researchers suggest professional learning communities as a structural element to maximise school effectiveness (DuFour, 2008;Fullan, 2006;Schlechty, 2005;Schmoker, 2004). Professional learning communities attract the attention of schools that perceive change models as a strategic element (Dockery, 2011) and are seen as a strong area for staff development, school improvement and change (Hord, 1997).…”

Data-informed Instructional Leadership: Improving the Instructional Program in South African Primary Schools

“…Similarly, a large body of research into the use of data in performance-driven schools (Copland 2002;Schmoker 2004;Wayman 2005;Wayman et al 2005;Lous et al 2010;Wayman et al 2012), shows that data-informed leadership practices in these schools correspond with that depicted in successful school leadership studies. There are four major leadership practices that research has identified in this area, namely, building a culture of collaborative enquiry, building teacher capacity for data use, establishing data-informed organizational culture, and monitoring the use of data for continuous improvement.…”

I CINAPSE – I International Conference of Physical Activity and Health Promotion at School

“…This attitude of the PE department clearly showed the importance they gave to the NCPE, while teaching the PA in a useful perspective so that, in the future, students could use what they have learned as a tool to practice PA autonomously. The way teachers organized the training plan, and planned the activities for the entire year, demonstrates that they work as a professional learning community (Hord, 1997;Schmoker, 2004). These types of communities are characterized by a shared vision and a focus on: collegiality, students' learning, individualizing the teaching process, and providing additional time for students with more difficulties.…”