Who is responsible for student learning? Walk into an effective school and ask this question of anyone--a teacher, a student, the principal, a parent volunteer, a secretary--and you'll get the same answer: "I am." Shared responsibility is something school communities build from within. It's what happens when all school people accept that what they do makes a difference in how all students learn . . . when they have the knowledge they need to make informed decisions about the best way to promote learning . . . and when they have the skills and opportunities to translate their ideas into effective action. Anne Conzemius and Jan O'Neill present a practical framework for building shared responsibility within schools and school systems. They identify three critical components: * Focus--The common vision, mission, values, and expectations that provide clarity and lead to new levels of performance. * Reflection--The commitment to test assumptions, learn from data, and adjust practices accordingly. * Collaboration--The process of developing relationships where all work toward the same objectives and rely on each other to achieve their goals. Building shared responsibility for student learning is an ongoing activity--a journey and not a destination. This research-based resource provides a map in the form of effective structures, systems, processes, and policies. It explains how to set powerful goals and shares inspiring stories of educators who have embarked on this journey toward higher professional competency, increased staff satisfaction, rising test scores, and improved student results. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Who is responsible for student learning? Walk into an effective school and ask this question of anyone--a teacher, a student, the principal, a parent volunteer, a secretary--and you'll get the same answer: "I am."Shared responsibility is something school communities build from within. It's what happens when all school people accept that what they do makes a difference in how all students learn . . . when they have the knowledge they need to make informed decisions about the best way to promote learning . . . and when they have the skills and opportunities to translate their ideas into effective action.Anne Conzemius and Jan O'Neill present a practical framework for building shared responsibility within schools and school systems. They identify three critical components:* Focus--The common vision, mission, values, and expectations that provide clarity and lead to new levels of performance.* Reflection--The commitment to test assumptions, learn from data, and adjust practices accordingly. * Collaboration--The process of developing relationships where all work toward the same objectives and rely on each other to achieve their goals.Building shared responsibility for student learning is an ongoing activity--a journey and not a destination. This research-based resource provides a map in the form of effective structures, systems, processes, and policies. It explains how to set powerful goals and shares inspiring stories of educators who have embarked on this journey toward higher professional competency, increased staff satisfaction, rising test scores, and improved student results.

Partners for Innovation in Teaching and Learning: A Shared Responsibility highlights the work of six creative and innovative teachers who developed learner-centered environments in their classrooms. Educational consultants, Sharon Silverman and Martha Casazza, worked with these teachers from the College of Professional Studies at New Jersey City University where they developed a forum on excellence in teaching and learning. The results are showcased with a focus on connecting theory and research to educational practice. The theme of shared responsibility for learning is presented throughout. Some examples include: Developing teacher-student partnerships to create a course syllabus Using questions as a way to promote active participation Building community in the online classroom Using emotions and thoughts as a basis for learning Creating a new approach that reflects problem-based learning, learning communities and collaborative learning The ideas presented are unique and engaging. They stimulate others to take risks and embrace innovation. Challenges and successes are shared to show that implementing new teaching ideas can be both daunting and very rewarding.

This textbook and the companion workbook takes the approach that we, as a nation, need to rethink what needs to be done, rebuild the "institution" before we will be able to rebound. The textbook serves as a framework for developing shared responsibility and accountability. Beginning with a dialogue on motivation and passion the book explores what ignites or re-ignites a student's passion to achieve. It looks at self determination theory and its impact on student learning. Evaluating teacher performance has been a topic of much discussion and debate of late. Determining teacher efficacy has been inconsistent and not reflective of student and school performance. The authors examine value-added theory and its integral role in changing the learning cultures. The discussion involves how professional development can be a prime mover in laying the foundation for the implementation of a comprehensive assessment of teacher effectiveness. The focus is on the need for new thinking and a linkage between student achievement and teacher performance. The next section of the textbook addresses 21st Century Skills. From identifying the skills necessary to be an effective 21st Century teacher to assessing student learning and improving student achievement the authors explore the critical attributes which will determine success from a student, teacher and school perspective. The question of what should professional development look like in order to prepare teachers to meet successfully the challenges of the 21st century. The final section provides a brief history on public education reform. It explores the challenges, responses and the results. The authors identify keys to successful reform initiatives and the common denominators among successful schools. The textbook concludes with suggested next steps with respect to short and longer term initiatives focused on improving student achievement. The workbook provides the reader a brief synopsis of the detailed discussion in the aforementioned text followed by a series of actual scenarios intended to provoke thought and provide an opportunity to apply the learning from the text. The workbook concludes with a capstone scenario based on real-life experiences which the authors proffer as a summative exercise drawing on the learning from the entire workbook and text.

Making is a dynamic and hands-on learning experience that directly connects with long-established theories of how learning occurs. Although it hasn't been a focus of traditional education or had a prominent place in the classroom, teachers find it an accessible, exciting option for their students. The maker movement brings together diverse communities dedicated to creating things through hands-on projects. Makers represent a growing community of builders and creators—engineers, scientists, artists, DIYers, and hobbyists of all ages, interests, and skill levels—who engage in experimentation and cooperation. Transferring this innovative, collaborative, and creative mindset to the classroom is the goal of maker education. A makerspace isn't about the latest tools and equipment. Rather, it's about the learning experiences and opportunities provided to students. Maker education spaces can be as large as a school workshop with high-tech tools (e.g., 3D printers and laser cutters) or as small and low-tech as the corner of a classroom with bins of craft supplies. Ultimately, it's about the mindset—not the "stuff." In Learning in the Making, Jackie Gerstein helps you plan, execute, facilitate, and reflect on maker experiences so both you and your students understand how the knowledge, skills, and attitudes of maker education transfer to real-world settings. She also shows how to seamlessly integrate these activities into your curriculum with intention and a clearly defined purpose.