Achievement Gap, Essay Example

KS 1

A growth mindset assumes that knowledge and talent are not innate but instead cultivated over time. If teachers have a growth mentality, high standards for students are more likely to emerge. Turnaround teachers have a deep desire and persistence to drive student learning success. Turn around, and teachers can look in the mirror and pursue personal development in their instruction skills. Many stunning students from underprivileged backgrounds need the encouragement of a turnaround teacher to discover their true learning potential, says the author. The principle of treating both teaching and learning as a “privilege” genuinely reflects what it means to have an agricultural mentality (Schoenbach, Greenleaf, & Murphy, 2012). Illuminate Education is your one-stop-shop for all the educational data needs of your district. More than 1,200 school districts throughout the U.S.

KS 4

The playbook is based on research carried out by former K-12 teachers. It takes acceptable business practices and transfers them to the classroom for teachers to follow. Principals and superintendents may play a significant role in modeling what these types of plays look like. “So I hope that both teachers and administrators will work together to make those things happen,” Staker said. The playbook is built to help teachers model good teaching and promising technology for students to take care of their learning (Delgado et al., 2015). The plays include: teaching the mind, building relationships, teaching the mind, and releasing power.

School leaders should isolate teacher assessment and growth input, says Staker. Separating the two would allow teachers to take chances, she said. Leaders should celebrate achievements and encourage a new school culture, she adds. If the teachers don’t have the representatives who help them, they can still make many of these gestures.

References

Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education, 14.

Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. John Wiley & Sons.