ANet blog archive
- achievement gap
- authentic texts
- best practices
- class culture
- classroom routines
- Common Core
- Common Core instructional support
- complex texts
- conceptual learning
- Connect Standards to Instruction
- data-driven instruction
- educational economics
- educational philosophy
- formative assessment
- high expectations
- instructional resources
- John Maycock
- lesson plans
- professional development
- reading instruction
- school culture
- school leadership
- student work
- supporting educators
- text dependent questions
- text-based planning
In this video, a 4th grade teacher from Fall Hamilton shares her perspective on what it was like to transition from a standards-based to text based approach to planning.
As a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.
If you ask Mission Achievement and Success Charter School for the secret to success, you’ll likely hear “data.” But it’s not just about collecting data. It’s about using data to enhance teaching.
After building strong structures around a teaching and learning cycle, White Street School jumped from “underperforming” at Level 4 to Level 1, the top category in Massachusetts state accountability system.
ANet CEO Mora Segal appeared on The Education Conversation with Ryan Knight, a podcast about how individuals and organizations create change in education. Listen to the podcast!
Anyone would feel overwhelmed trying to take on several new priorities at once. Once Chrissie and her leadership team focused on just one instructional priority, they started to notice a marked difference.
In the minds of school leaders, culture ranks high on the list of priorities: creating a rock-solid community and ensuring everyone plays an active role in fostering the values and beliefs that serve as the anchor for the school.
Principal JoAnn Myers accomplished just that.
I remember vividly my middle school teacher gave us a word search as a final exam. Was this all he thought we could do?
As an adult, I’ve learned that if you set the bar too low for kids, they believe that’s all they’re capable of.
Think about it. What do we celebrate? Things that matter most to us: birthdays, holidays, and relationship milestones. But data doesn’t matter most to us; students do.
The realization was so clear. I couldn’t believe I missed it before: In this analysis meeting, we were celebrating data—numbers—and not celebrating the students or work that produced the data.
How do you make professional development more engaging and practical for teachers? Involve your teachers! At the Condon K-8 School in Boston, teachers design and facilitate their PD—and the impact on teacher investment and collaboration has been incredible.
Tamara Johnson and the staff at University Prep have always focused on students. But recently, teachers and leaders have taken it to a whole new level. Throughout each lesson, teachers and leaders maintain a laser-like focus on what students say and do, and how they are progressing toward mastery of the learning goal.
“Rigor” is on every math teacher’s mind these days, and for good reasons. Rigorous teaching is key to improving student learning. At German Gerena Community School, an ANet partner in Springfield, MA, Math ILS Lindsey Lindequist developed an innovative approach to analyzing interim data that promotes rigorous teaching.
As educators, we know the value of group learning for our students. So why not apply the same principle to our own learning? Principal Sandra Alvarez and her team at Bradford Elementary, a first-year ANet partner in Pueblo, CO, exemplify the idea of learning together.
It’s been over five years since I had the great fortune of joining ANet, and I thought I’d share a bit about our progress, motivated by all that feels at stake in educating our next generation.
It’s easy to pick up on the feeling of optimism at DC’s Savoy Elementary.
Since the start of this year, teachers and leaders have focused on enhancing writing instruction, with particular attention to students’ ability to respond to writing prompts. And there are already promising signs of strong achievement growth.
We created this guide for principals and instructional coaches to use as a tool to structure conversations with probing and reflective questions.
I don’t like doing things I’m not good at, and I know I’m not alone. That’s why, as a teacher, I hated to see my students frustrated and struggling. And yet, when I gave them something easy to “build them up,” they often became distracted.
Strategies to assemble and support a great instructional leadership team at your school. (video)
Almost everyone in education, especially teachers and school leaders, understands the importance of high-quality interim assessments to guide effective instruction. The problem is: How do you know which ones are best?
At Mission Grammar School each week, every lead teacher receives, at minimum, a 15-minute instructional observation and a corresponding 30-minute coaching conversation. Teachers and students are reaping the rewards.
Bringing data into the classroom is easier said than done. Here are the six stages I went through as I adjusted to data-driven instruction, expressed by some of my favorite TV/movie educators.
Stanley Elementary School is known for their dedicated educators, who care deeply about students and are constantly developing their practice to meet the needs of their students. As first-year ANet partners, they’ve chosen instructional priorities that will align instruction with standards. In ELA specifically, they’re prioritizing complex text. In math, the focus is on the major work of the grade.
Data from instructional assessments can give teachers and leaders powerful information that results in better, more targeted teaching and learning. But wouldn’t families benefit from learning about students’ strengths and areas of development, too?
The Renaissance Charter School in Queens, NY is doing great work around complex text. When you walk into different classrooms throughout the school, you’ll see first-grade students charting their stamina for reading, fifth-grade students reading and crafting their own memoirs, and sixth-grade students diving deep into texts and sharing their understanding with their classmates.
Evelyn Ruiz has been the principal of the Harry Sharp Family School for the past 13 years. As a first-year ANet partner, Mrs. Ruiz and her leadership team chose to focus on instructional priorities that will lead to Common Core alignment and instructional change.
Their key to success: professional development.
“I want to hear every teacher say that this was the year they learned and improved the most.”
This is Leo Watson’s blue-sky vision for teacher development this year.
Most educators agree that assessments shouldn’t be a “departure from instruction” but, rather, an “integral part of it.” They’re on board with changing the conversation around assessments from student scores to what students have learned, and many agree that teachers should take the assessment.
However, in light of the ever-increasing demands on the time of teachers and leaders, the questions become when can this work be done? And, is this work truly worth it?
Among the twelve schools in the Boston Public Schools system to achieve Level 1 status this year was Mildred Avenue K–8 School, which rose to the top for meeting assessment targets. Remarkably, Mildred Avenue progressed to level one from the first percentile—the only school in Massachusetts to do so over the last five years.
In this post, we want to share a case study of two Chicago teachers’ approach to using the open-source materials offered by the Vermont Writing Collaborative.