[PDF/Kindle] Achievement Teams: How a Better

Achievement Teams: How a Better Approach to PLCs Can Improve Student Outcomes and Teacher Efficacy. Steve Ventura, Michelle Ventura

Achievement-Teams-How-a-Better.pdf
ISBN: 9781416631194 | 150 pages | 4 Mb

• Achievement Teams: How a Better Approach to PLCs Can Improve Student Outcomes and Teacher Efficacy
• Steve Ventura, Michelle Ventura
• Page: 150
• Format: pdf, ePub, fb2, mobi
• ISBN: 9781416631194
• Publisher: ASCD

Free ebook download online Achievement Teams: How a Better Approach to PLCs Can Improve Student Outcomes and Teacher Efficacy PDF 9781416631194

What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should start doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results? Enter Achievement Teams. This is not another program that's here today and gone tomorrow; it's a timeless approach that any school or district can replicate that focuses on the most significant variable in student achievement: teaching. In Achievement Teams, Steve Ventura and Michelle Ventura offer a framework based on John Hattie's Visible Learning research that makes teacher collaboration more efficient, rigorous, satisfying, and effective. Think of it as a systematic treasure hunt for best practices using real data on your students. The authors walk you through the Achievement Teams four-step meeting protocol: * In Step 1, teams focus on the evidence from a pre-assessment to provide specific feedback to students and teachers about concepts and skills that students did and did not learn. * In Step 2, teams use that evidence to establish SMART goals for both teachers and students. * In Step 3, teams summarize the collected data and make inferences around students' mastery levels. * In Step 4, teachers select high-impact strategies directly targeted to student needs. A post-assessment reveals what did and didn't work. The authors provide a plethora of resources along the way, including reflection activities to extend your thinking and a variety of helpful downloadable templates designed to facilitate the work. If you're a teacher or leader who is interested in maximizing student achievement, this book is for you.

The Effective Implementation of Professional Learning
by BD Brown · 2018 · Cited by 64 — PLCs, with improved student achievement as a by-product (Wilson, 2016). and will explain how PLCs have improved K-12 education for both teachers and 7 pagesMissing: Efficacy ‎| Must include: Efficacy
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approach to improving teachers' and principals' effectiveness in raising student achievement” (p. 16). More recently, professional development was defined 
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variable of teacher collective efficacy (TCE) so that research-derived recommendations could be made to improve the PLC and student performance.
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and student achievement—all six studies revealed that student learning improved when teachers worked in PLCs. With school improvement as the goal, 
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lead teams of teachers and build their capacity to use collaborative practices that will have a positive impact on learning outcomes · develop 
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While the ultimate goal of Achievement Teams is to increase student learning, the structure fosters collaboration and encourages common goals and shared 
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Collective efficacy can be nurtured through collaboration and teacher teams, resulting in increased student achievement. Read More. Emerging Discoveries through 
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Findings also provided evidence that the more effective PLC teams had higher levels of action research to achieve better student results.
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PLCs allow teachers an easy way to share best practices and brainstorm innovative ways to improve learning and drive student achievement.
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The collective results of these studies suggest that well-developed PLCs have positive impact on both teaching practice and student achievement. Implications of 
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As professional learning communities become more widespread, educators have learned that they can't simply form grade-level or subject-area teams and call 

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