Administrator's Guide to Student Achievement & Higher Test Scores

Administrator's Guide to Student Achievement & Higher Test Scores

by Marcia Kalb Knoll Ed.D., Knoll

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Overview

Administrator's Guide to Student Achievement & Higher Test Scores by Marcia Kalb Knoll Ed.D., Knoll

This "how-to" resource gives K-12 school principals and other supervisory personnel a comprehensive action plan for improving teaching, student achievement, and student test scores. Step-by-step, the author shows the reader all aspects of teaching standards that make students achieve and be successful, how to organize professional development that impacts school achievement, and how to match the curriculum to student achievement. Included are over 80 full-page forms, checklists and handouts that can be used as is or readily adapted to fit the user s needs.

Product Details

ISBN-13: 9780130923370
Publisher: Wiley
Publication date: 10/15/2001
Pages: 351
Product dimensions: 8.54(w) x 11.26(h) x 1.26(d)

About the Author

Marcia Kalb Knoll, Ed.D, currently an Assistant Professor of Education at Hunter College s School of Education in NY, Dr. Knoll is a former teacher, elementary principal and district director of instruction and curriculum in the New York City Public Schools and assistant superintendent of the Hewlitt-Woodmere Public Schools on Long Island. She is also a past president of the national ASCD (Association for Supervision & Curriculum Development) and the author of two previous Prentice Hall books for school administrators.

Table of Contents

PART I: HOW TO ESTABLISH TEACHING STANDARDS THAT MAKE STUDENTSSUCCESSFUL.

Section 1: FOCUSING TEACHERS ON STUDENT ACHIEVEMENT.

Section 2: STANDARDS FOR TEACHING THAT TARGET STUDENTS'ACHIEVEMENT.

PART II: HOW TO DETERMINE WHAT TEACHERS NEED TO MAKE STUDENTSACHIEVE.

Section 3: GATHERING DATA ABOUT TEACHING FOR STUDENT ACHIEVEMENT.

Section 4: HOLDING OVERVIEW CONFERENCES ABOUT STUDENTACHIEVEMENT.

Section 5: MAKING INFORMAL VISITS TO VIEW STUDENTS ACHIEVING.

Section 6: OBSERVING CLASSROOM ENVIRONMENTS TO SUPPORTLEARNING.

Section 7: CONDUCTING A TIME-ON-TASK REVIEW TO OBSERVE LEARNING INPROGRESS.

Section 8: REVIEWING ARTIFACTS TO DOCUMENT LEARNING.

Section 9: CONDUCTING OBSERVATIONS TO RAISE STUDENTACHIEVEMENT.

PART III: HOW TO MATCH GROWTH PLANS TO WHAT TEACHERS NEED TO MAKESTUDENTS ACHIEVE.

Section 10: MATCHING THE GROWTH PLAN TO WHAT EACH TEACHERNEEDS.

Section 11: USING A DIRECTED GROWTH PLAN.

Section 12: USING A COLLABORATIVE GROWTH PLAN.

Section 13: USING TEACHER-DIRECTED GROWTH PLANS.

Section 14: BUILDING A LEARNING COMMUNITY FOR STUDENTACHIEVEMENT.

Section 15: UNDERSTANDING YOUR ROLE IN STUDENT SUCCESS.

PART IV: HOW TO COMMUNICATE FOR STUDENT SUCCESS.

Section 16: ESTABLISHING A SECURE CLIMATE.

Section 17: THE LANGUAGE OF COMMUNICATION THAT IMPACTS STUDENTSUCCESS.

Section 18: WRITING EFFECTIVE COMMUNICATIONS.

Section 19: COMMUNICATING WITH YOURSELF: KEEPING TRACK OF WHAT YOUARE DOING TO HELP STUDENTS ACHIEVE.

PART V: PROFESSIONAL DEVELOPMENT THAT IMPACTS STUDENTACHIEVEMENT.

Section 20: PROFESSIONAL DEVELOPMENT THAT LEADS TO STUDENTACHIEVEMENT.

Section 21: LINKING THE WORKSHOP TO STUDENT ACHIEVEMENT.

Section 22: ENSURING THAT PROFESSIONAL DEVELOPMENT IMPACTS STUDENTACHIEVEMENT.

PART VI: ENHANCEMENTS FOR STUDENTS SUCCESS.

Section 23: HOW STUDENT SUCCESS CAN BE ENHANCED.

Section 24: CURRICULUM DESIGN AND STUDENT ACHIEVEMENT.

Section 25: LEADERSHIP FOR STUDENT ACHIEVEMENT.

FURTHER READINGS.

INDEX.

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