Helping high-needs schools prioritize CS education through teacher advocacy & experiences

ACM Inroads ◽  
2015 ◽  
Vol 6 (3) ◽  
pp. 73-74 ◽  
Author(s):  
Joseph P. Wilson ◽  
Melissa Moritz
Keyword(s):  
Teacher Advocacy ◽  
High Needs Schools

scholarly journals Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

2019 ◽  
Vol 103 (4) ◽  
pp. 875-899
Author(s):  
Meredith W. Kier ◽  
Jason A. Chen
Keyword(s):  
Science Teachers ◽  
Preservice Science Teachers ◽  
High Needs Schools

Staffing High-Needs Schools: Insights from the Nation's Best Teachers

2008 ◽  
Vol 89 (10) ◽  
pp. 766-771 ◽  
Author(s):  
Barnett Berry
Keyword(s):  
Best Teachers ◽  
High Needs Schools

GIS professional development for teachers: lessons learned from high-needs schools

2018 ◽  
Vol 45 (4) ◽  
pp. 292-304 ◽  
Author(s):  
Jerry T. Mitchell ◽  
George Roy ◽  
Stephannie Fritch ◽  
Brandy Wood
Keyword(s):  
Professional Development ◽  
Lessons Learned ◽  
Professional Development For Teachers ◽  
High Needs Schools

Promoting Teacher Advocacy as Critical Teacher Leadership

2021 ◽  
Author(s):  
Jill Bradley-Levine
Keyword(s):  
Teacher Leadership ◽  
Teacher Advocacy

Lesson Study in a Turnaround School: Local Knowledge as a Pressure-Balanced Valve for Improved Instruction

2017 ◽  
Vol 119 (6) ◽  
pp. 1-58
Author(s):  
Vicki S. Collet
Keyword(s):  
Local Knowledge ◽  
Lesson Study ◽  
Unique Contribution ◽  
High Stakes ◽  
Turnaround School ◽  
State Accountability ◽  
Teachers And Students ◽  
Study Process ◽  
High Needs Schools ◽  
The Impact

Background Federal and state accountability policies attempt to improve educational outcomes but have been blamed for a breadth of ills, including minimizing local knowledge and reducing teachers’ ability to respond to contextual needs. Teachers in high-needs schools, especially, feel the effects of constrained curricula and increased testing, resulting in increased workload and anxiety. Purpose This article explores the impact of professional development on teachers and students in a time of high-stakes accountability. Specifically, we ask: Does Lesson Study impact teachers’ instruction and students’ achievement in writing? And how do pressures imposed by policy impact efficacy and collaboration in a high-needs school? Research Design This study uses data from 20 Lesson Study meetings at a high-needs, “Turnaround” school and considers changes in students’ writing achievement. The mixed-method approach and high-stakes context offer a unique contribution to Lesson Study research. Conclusions Findings indicate that instruction changed and students’ writing significantly improved, with the mean growth percentile increasing from the 30th to the 46th percentile on state assessments. Further, we found that during the Lesson Study process, teachers moved through six Stages of Transformation in response to a high-pressure context, moving from feelings of anger and blame-shifting to eventual feelings of empowerment.

Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers

2018 ◽  
Vol 28 (5) ◽  
pp. 642-670
Author(s):  
Elise Swanson ◽  
Gary Ritter
Keyword(s):  
The United States ◽  
Third Party ◽  
Classroom Observations ◽  
Alternative Teacher Certification ◽  
Student Surveys ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Alternatively Certified Teachers ◽  
Teacher Student ◽  
High Needs Schools

One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

Successful Leadership in High-Needs Schools

2013 ◽  
Vol 49 (5) ◽  
pp. 768-808 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Successful Leadership ◽  
High Needs Schools

Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements

2010 ◽  
Vol 45 (2) ◽  
pp. 109-141 ◽  
Author(s):  
Lauren Anderson ◽  
Jamy Stillman
Keyword(s):  
Student Teachers ◽  
Teachers Experiences ◽  
High Needs Schools
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