Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, by Martin L. Krovetz and Gilberto Arriaza (Corwin Press, 216 pages, $29.95) While Collaborative Teacher Leadership would be a benefit to most schools and school systems that seek ways to improve and institutionalize distributed leadership practices, it seems a particularly good fit for schools that are already incorporating the Common Principles.
Since its inception in 1999, Poland Regional High School and Bruce M. Whittier Middle School (PRHS/BWMS) has been at the forefront of school reform. Some of our programs and structures that help our students learn and grow: our students are grouped heterogeneously, we use a co-teaching model to include our special education population in the mainstream, our advisory program reinforces
Recently I gave a tour of Noble High School (NHS) to a visiting teacher. A large rural high school in southern Maine, NHS is divided into three schools-within-a-school called academies. Each academy consists of multiple grade-level small learning communities called teams. As we began walking through the hallways towards one of the learning communities, my visitor turned to me. “I
Schools Eagle Rock School & Professional Development Center Post Office Box 1770 2750 Notaiah Road Estes Park, Colorado 80517 phone: 970/586-0600 www.eaglerockschool.org Federal Hocking High School 8461 State Route 144 Stewart, Ohio 45778 phone: 740/662-6691 www.federalhocking.k12.oh.us/hs/fhhs_website/index.htm Monadnock Community Connections School 40 Avon Street Keene, New Hampshire 03431 phone: 603/352-4333 www.mc2school.org Noble High School 338 Somersworth Road North Berwick, Maine 03906
Federal Hocking High School (FHHS) is in Stewart, Ohio, in the southeastern corner of the state. Considered to be part of Appalachia, the area is a wonderful patchwork of rolling hills and mixed hardwood forest with an abundance of wildlife. It is a beautiful place to live and work. Because the region is sparsely populated, we draw students from a
At Monadnock Community Connections School (MC2), mid-year Measures of Academic Progress (MAP) scores were in. 44 students, five teachers, two tutors, and two parents had accepted the community-wide invitation to join a discussion about the results. To clusters of six to seven students and an adult facilitator, I displayed the first chart of scores, showing that 23% improved, 40% stayed
The subtitle of this issue of Horace is “Teacher Voices,” and when you look at the authors listed above, you’ll see that the content for this issue has been written almost entirely by CES educators currently in the classroom. As Horace’s editor, I am delighted and deeply grateful for the hard work that all of these teacher-writers devoted to documenting
Paper Clips, produced by the Johnson Group in association with Ergo Entertainment (2-disc Special Edition, $24.99; Educational Edition, $79.99) Given the current worldwide political climate, teachers more than ever feel the need to teach tolerance, compassion, and understanding. While there is an abundance of curriculum available for teachers on these topics, educators want to make sure their students “experience” these
and work within the scientific process of examining a situation, developing a testable question, and formulating a reasonable hypothesis. They practice a cycle of testing and reflection where all data and their organization are crucial to the next steps taken. Written records of data and their analysis are invaluable and are the basis for conversations between peers and the instructor.
Why do you need to read another article on literacy? Haven’t we been through all this before—in one corner, the argument to structure students’ reading and writing strictly, and in the other, the argument to let students read and write what they want. So why do we feel compelled to add our voices to this cacophony that is the discussion