By offering guidelines for safely challenging assumptions, building common language, and giving and receiving feedback on educational practices, protocols play a vital role in helping educators have professional learning conversations that lead to improved student learning. In When Students Fail to Learn, author Catherine Glaude provides a variety of protocols designed to facilitate a schoolwide response to intervention and prompt the adaptive changes needed as a school develops its response when students fail to learn. Glaude emphasizes the need to shift the school culture from isolated teacher actions to team and whole-school responses. Twenty-seven sample protocols are provided with an overarching goal of shifting thinking from my students to our students in this new culture aligned with the principles of professional learning communities, everyone in the school is invested in each student s learning. The protocols offered in this book promote structured communication and aim to build trust among educators to share knowledge and skills for analyzing and interpreting student assessment data. The protocols in Sections 1, 2, and 3 can be used for building and maintaining the foundation for whole-school learning. Protocols in Section 4 are for teams to use as they collaborate around common assessment results. Section 5 offers a model with protocols for creating and sustaining a schoolwide focus on student results. Section 6 provides a list of questions to assist readers in adapting or creating their own advanced protocols to fit the needs of their schools.
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Catherine A. Glaude, PhD, is an experienced educator with a strong background in curriculum, instruction, and assessment. She has taught elementary, middle, and secondary students, as well as university and district classes, and consulted at a state level. Catherine also served as a district-level administrator supporting team, professional, and organization development by offering tools and resources to help educators work toward improving student learning. Currently, she is Principal of Bryantville Elementary School in Pembroke, Massachusetts.Review:
Talking productively about difficult topics requires structure and clear tools. Catherine Glaude offers a powerful toolkit for facilitators of small group processes. Here you will find resources for shaping conversations about the important products of learning and teaching. By thoughtfully applying these protocols, you will be able to work with confidence and grace to support immediate project success and energize deeper changes in the culture of working groups and schools. --Bruce Wellman, Co-director, MiraVia LLC
I am thrilled with Catherine Glaude s newest collection of protocols to support this work. These protocols are an essential resource for our members as they develop and implement timely and systemic responses when students do not learn. --Phyllis A. Deringis, PhD, Assistant Executive Director, Maine Principals Association
As a member of the team that Catherine Glaude describes in this book, I found regular collaboration with colleagues to be powerful, energizing, and inspiring to my daily practice. My experiences with using protocols have convinced me that they create the structure needed for educators to safely examine and analyze individual student and school-wide data. This book provides the protocols needed for schools to meet the various learning needs of each and every student in their school. --Julie Olsen, Assistant Director of Special Services, Regional School Union #21, Maine
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Book Description Solution Tree, 2011. Perfect Paperback. Book Condition: New. Bookseller Inventory # DADAX1935543857
Book Description Solution Tree, 2011. Perfect Paperback. Book Condition: New. Never used!. Bookseller Inventory # P111935543857
Book Description Solution Tree, 2011. Paperback. Book Condition: Brand New. 112 pages. 10.50x6.90x0.60 inches. In Stock. Bookseller Inventory # 1935543857
Book Description Solution Tree. PERFECT PAPERBACK. Book Condition: New. 1935543857 New Condition. Bookseller Inventory # NEW7.0828638