Becoming a Great High School: 6 Strategies and 1 Attitude by Tim R. Westerberg

By Tim R. Westerberg

What is going to it take to maneuver your highschool to the subsequent level?In turning into a good highschool, former primary Tim Westerberg emphasizes that major development in any highschool needs to commence with bettering the standard of guideline within the school room. however the remoted efforts of person lecturers aren't adequate. in case your institution is functioning like a suite of academic marketers held jointly via a typical parking zone, it is time for lecturers and directors to interact and pursue finished, coordinated ideas that would support all scholars be successful. Westerberg's 6+1 version for prime tuition Reform indicates how high-achieving faculties preserve good fortune and identifies what different faculties can do to accomplish related effects: undertake a we-expect-success perspective. increase transparent educational objectives. enforce potent guideline. Use widespread formative evaluation. music pupil development. offer well timed intervention for suffering scholars. have a good time pupil success.Westerberg offers complete learn on highschool reform from major schooling specialists, candid examples from his 26 years as a crucial, and thought-provoking insights from different highschool leaders who've taken up the decision to enhance their schools.If you are ready to take your highschool to the following point, this e-book offers you the instruments and methods to take the plunge and create a faculty that permits all scholars to arrive their complete capability.

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Stephen Dewitt’s article “Blurring the lines” offers practical advice for school administrators (Dewitt, 2008), and the National High School Center’s Web site (See www. org/topics/#Curriculum) is an excellent source for specific ideas on curriculum content, design, and integration. ” These two statements, captured at a recent high school reform conference (Christie, 2007), humorously summarize what the research says about the impact of most remedial and many general track courses. A 2007 study by the Mitchell Institute (2007) identified academic tracking as the chief barrier to college attendance.

What percent of free throws had he made? 5. Using the previous example, in the first tournament game, Redick missed his first five free throws. How far did his percentage drop from right before the tournament game to right after missing those free throws? 6. J. J. Redick and Chris Paul were competing for the best free throw percentage. Redick made 94 percent of his first 103 shots, whereas Paul made 47 of 51 shots. a. Which one had a better shooting percentage? b. In the next game, Redick made only 2 of 10 shots, and Paul made 7 of 10 shots.

82). Teachers in highly effective schools know precisely what they are after. ” There are different approaches that have common elements which can help you arrive at the same goal. Using Common Outcomes Rick and Becky DuFour advocate for what they call the team learning process (DuFour & DuFour, 2004). Although sometimes difficult to put into practice because of structural, cultural, and leadership barriers, the process itself is really quite straightforward and easy to understand. It is as follows: 1.

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