ENSURING ACADEMIC SUCCESS

1
ENSURING ACADEMIC SUCCESS AN
ADMINISTRATORS PERSPECTIVE Dr. David A. Monti,
Professor Emeritus Central Connecticut State
University January 26,
2007 Philadelphia, PA
2
The person who figures out how to harness the
collective genius of the people in his or her
organization is going to blow the competition
out of the water.
3

• What should the principal observe to ensure
• academic success?
• Teacher
• Environment
• Grouping
• Pedagogy
• Assessment

4

• What are the attributes of an
• Effective teacher?
• structured
• enthusiastic
• reflective
• adaptive
• personalizes instruction
• builds success
• makes thinking public
• uses the operable question why

5

• What should the classroom
• environment look like?
• Grand conversations
• Children reading independently
• Children writing independently
• Children listening to someone read
• to them
• Balance between direct instruction
• and teachers as mentors, coaches
• Flexible groups

6
DIRECT INSTRUCTION
Explanation The teacher tells why and when to
use the strategy.
7
DIRECT INSTRUCITON
Modeling The teacher models the strategy for
the students. The teacher thinks aloud
and shares the thinking process with the
students.
8
DIRECT INSTRUCTION
Guided practice The students practice the
strategy with specific feedback from the
teacher. Generally, the practice material will
be short and simple.
9
DIRECT INSTRUCTION
Summary The teacher asks the students to state
why, when and how a strategy works.
10
DAMS FLEXIBLE GROUP MODEL
Teacher Directed Student Directed
whole
strategy
partner
individual
research
ability
interest
cooperative
social
tutorial
11
A dominant belief in policy circles, driven
in large part by the academic-standards
movement, is that principals, instead of
being building managers, should become leaders
of instruction----dynamic, inspirational
educators focused almost exclusively on raising
student achievement.
Education Week on the Web, January 19, 2000
12
Since literacy is the process by which content
is unlocked, its pedagogy must be observed
throughout the school day and year.
13
LITERACY
Reading
Writing
Thinking
Speaking
Listening
Viewing
14

• CLASSROOM PRACTICES THAT GENERALLY
• INCREASE ACHIEVEMENT
• Robert Marzano
• Senior Fellow at the Mid-Continent
• Research for Education
• And Learning (McRel) Institute
• Educational Leadership, September 2001
• Pg. 18
• Identifying similarities and differences
• Summarizing and note taking
• Receiving reinforcement for effort and
  recognition
• for achievement

15

• Doing homework and practicing
• Using non-linguistic representations
• Learning cooperatively
• Setting objectives and receiving feedback
• Generating and testing hypothesis
• Using cues, questions and advance organizers

16

• What is driving literacy
• curriculum today?
• Standards
• Assessment frameworks
• Constructivism
• NCLB

17

• What type of pedagogical
• Interventions should I be
• Observing?
• WORD RECOGNITION AND
• LANGUAGING
• Phonics (phonemic awareness)
• Analogies
• Structural analysis
• Three cueing devices

18
What is the goal for literacy?
CONSTRUCT MEANING INTERPRET RESPOND CRITICALLY
19

• What are the variables
• necessary in constructing
• meaning?
• Accurate, rapid word recognition
• Vocabulary development
• Prior knowledge
• Text organization

20
CONSTRUCT MEANING

• Before
• activate prior knowledge
• generate purposes for learning
• vocabulary

21

• During
• question
• clarify
• connect
• summarize
• predict
• After
• reflect

22
INTERPRET

• Personal Meaning
• free journal responses
• guided journal responses
• Social Meaning
• grand conversations

23
RESPOND CRITICALLY

• The Writing Process
• TAP
• FOCE

24
How do teachers inform Instruction?
25
DAMS LITERACY PROFILE
interest
attitude
IRIS RR
decoding
comp
respond
skill sur
think alo
SREC
cloze
prompts
26
WALK-THROUGH RUBRIC
27
(No Transcript)
28
readdamit_at_cox.net
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
(No Transcript)
74
(No Transcript)
75
(No Transcript)
76
(No Transcript)
77
(No Transcript)
78
(No Transcript)
79
(No Transcript)
80
(No Transcript)
81
(No Transcript)
82
(No Transcript)
83
(No Transcript)
84
(No Transcript)
85
(No Transcript)
86
(No Transcript)
87
(No Transcript)
88
(No Transcript)
89
(No Transcript)
90
(No Transcript)
91
(No Transcript)