NEA: Beginning Teachers Web Time Strategies block scheduling and Beyond by Various teachers/Authors. Discovernew ways to teach more effectively using methods such as the Wasson block Plan http://www.nea.org/bt/3-school/3-6-relatedbks.html
Extractions: by Various Teachers/Authors The teachers who share their stories in this book created lively learning environments using authentic materials and real-world activities that connect students to the community beyond the classroom walls. Use their stories as a basis for developing your own innovative projects that give your students new ways to learn and a genuine understanding of what you teach.
EmTech - Professional Development Page Attribution Theory; Best Practices in Education; block scheduling Training Program; GrantWriting; Helping teachers teach Well; Helping teachers teach Well http://www.maisplace.org/profdev.htm
Extractions: Professional Development Resources About the NBPTS Extension Technology Services - Online Computer Lessons Academic Services Are Your Schools Entitled to Professional Development Funds They're Not Receiving? ... Center for Teaching Excellence - Radford University Center for the Improvement of Early Reading Achievement Center on Education and Work Classroom Calculator Mgmt Classroom Connect ... Faculty and TA Development - Ohio State University Faculty Development Program - Ithaca College Faculty Development Services - Western Michigan University Finding Time for Professional Development Finding Time for Professional Development (CPRE Policy Brief) Finding Time for Professional Development (NWREL) Fostering Reflective Dialogues for Teacher Professional Development Globewide Network Academy Grant Writing Helping Teachers Teach Well ... Policy Brief - Professional Development: Changing Times (NCREL) Principles of Classroom Learning Professional Development (NCREL) Professional Development (PBS) Professional Development for Educators ... Professional Development: Support for Teaching and Learning - downloadable PDF files outline the UK Government's proposal for Professional Development for teachers - a continuation of the debate launched by the Green Paper "Teachers: Meeting the Challenge of Change". Project 2061 Professional Development Programs Reading List - Learning and the Human Brain Results Oriented Professional Development RIATT@NASDSE Professional Development Program site ... S.C.O.R.E. Language Arts
Block Schedule In PISD - A Former Teacher's Perspective I would ask everyone involved in block scheduling last year to think back to Did you teach to the test? Parents, were your children bombarded with inordinate http://www.pisd.org/voices/block3.htm
Extractions: First Published in the Plano Star-Courier I am puzzled as to why PISD is going to spend $3,000 to take eight principals and district administrators on a "field trip" to Minnesota to study the use of block scheduling when our district currently has five high schools using that schedule right here in Plano. Could it be that many of the teachers in those schools have serious doubts about the benefits of this schedule? The stated purpose of the trip is to "investigate the feasibility of block scheduling." However, Sherman Millender, executive director of secondary administration, says, "We've got to convince teachers this is the best way we can go." Why can't the senior high teachers be convinced by their own peers in their own district? As a high school teacher under block scheduling last year, I can tell you that it is because many of those teachers want to return to a traditional class schedule. There are high school teachers in this district from many different curriculum areas who are extremely concerned about teaching the same amount of material with thirty fewer hours of class time per subject. Teachers discussed this issue last year during lunch periods, during hall duty, in departmental meetings, and in the copy room. We shared our frustrations over having to choose which parts of the curriculum to omit or which parts of the curriculum to cover at a much more shallow depth. Many of us were told that block scheduling was "here to stay" and continuing to raise questions would only result in our being labeled as "non-team players." Additionally, some of us were informed that, if we did not cover the same amount of curriculum under the block schedule, we would "have to answer" to the parents of this district. Even the survey some of us completed last spring did not contain a choice for returning to the traditional schedule.
ArtsEdNet Mail For March 1996 Block Scheduling And The Arts used to teach school in Appalachia and supervise student teachers while going toohio State. The only instance I'd heard of block scheduling being prefered http://it.wce.wwu.edu/necc97/poster4/ArtsEdNet/WebWhacker/WW948.html
Block Scheduling Vs. 'traditional' for block scheduling, but all parents have not warmed up to the idea. The issueis, I never needed 90 minutes of time in order to state my objective and teach http://www.has.vcu.edu/mac/ujw02/scheduling.htm
Extractions: UJW Reporter S arah Shahmoradian recalls the time in her 10th-grade biology class that the school bell rang abruptly, ending the lab experiment she was doing. Not only was the experiment left undone but she also had to hold a question she had until the next day. Last year, her senior year, was different. She was a student at J.R. Tucker High School , which implemented block scheduling in 2001-02 school year. "It was actually better than traditional," Sarah said. "It gave more time to get into the subject, and it was more intensive." At first, even the teachers were confused on how to manage the extra time, she said. The extra time would be filled in with extra classwork and more tests. Eventually the teachers got comfortable with block scheduling. The traditional style had more homework and less time to do the homework, but block made it easier to concentrate on one subject area. "Overall, I like it," Sarah said.
Block Scheduling Will Be Considered Again At Farmington High School staff and faculty will be looking at other schools that use block scheduling andanalyzing possible changes and teachers will have to learn how to teach in a http://www.thisweek-online.com/2001/august/31block.html
Extractions: A form of class organization employed by about 40 percent of Minnesota high schools, block scheduling involves reducing the number of classes for high school students, most likely to four class per day. In such a system, each class would last about 90 minutes. Exactly how an alternative schedule would be set up at Farmington High School is still uncertain.
Extractions: Block Scheduling: How It Worked in One High School Obtained from the National Education Association's New Member CD In other words, just about everything that could go wrong with the introduction of block scheduling (and often does) had gone wrong. The NEA Learning Lab Initiative links school districts around the nation that have made a district-wide commitment to restructuring how learning takes place. So these educators met with every stakeholder group, including parents, students, and school board members, to gain understanding and support. Finally, with blessings and a stipendfrom the school board, AHS teachers met in June 1992 for five days to learn about teaching extended periods and plan their first 18 weeks of classes, right down to the first 10 lesson plans. More opportunities.
EYE ON EDUCATION-Block Scheduling Why block scheduling? ENCOURAGING STUDENT ENGAGEMENT IN THE block. research studiesconducted by seven Seattle area high school teachers who teach in block http://www.eyeoneducation.com/block.html
Extractions: University of Georgia This book shows how effective supervision and staff development can improve teacher performance to enhance student learning in block periods. Also included is an authoritative and practical chapter on how to evaluate your block schedule. CONTENTS - Linking Supervision and Staff Development: Preparing Schools for the Block James Madison University and University of Virginia With over 150 sample schedules, this book shows how scheduling strategies can enhance your schools capacity to offer exploratory courses, interdisciplinary teaching teams, teacher-based guidance programs, and other programs and practices which are responsive to the needs of early adolescents.
ERIC Citations For Block Scheduling analyzes the HatboroHorsham case study and explores why block scheduling has becomeso controversial. Chapter 3 suggests ways to train teachers to teach in a http://ericae.net/faqs/Blockscheduling/ERICbib_blockscheduling.htm
Extractions: Anatomy of an Educational Failure. Lonardi, Emilie M. School Administrator, v55 n3 p28-31 Mar 1998 ISSN: 0036-6439 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) An administrative team member/restructuring facilitator analyzes the failure of a block scheduling reform in a small, suburban district. The prevailing dynamics that obstructed success were fear of change, propagandizing of data, and a culture of complacency. These problems could have been avoided by training staff to work in longer periods, marketing new ideas to the community, and developing a collaborative work culture. (MLH) Descriptors: *Block Scheduling; *Central Office Administrators; *Change Strategies; *Failure; High Schools; Program Implementation; *Resistance to Change; Suburban Schools; *Teacher Attitudes; Work Environment EJ560937 EA534402 Breaking Away from Tradition: The Farmington High School Restructuring Experience. Hackman, Donald G.; Waters, David L. NASSP Bulletin, v82 n596 p83-92 Mar 1998 ISSN: 0192-6365 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) After nearly two years' experience with the interdisciplinary studies program, career pathways, and alternating-day 10-block schedule, the Farmington (Missouri) High School faculty is pleased with their progress. Student and teacher surveys indicate an ongoing need for improvements to meet all students' learning needs. This schedule is not for every school. Teachers need extensive staff development and common planning times. (MLH) Descriptors: *Block Scheduling; High Schools; *Interdisciplinary Approach; Planning; Program Effectiveness; Staff Development EJ560933 EA534398
Extractions: weLEAD Online Magazine leadingtoday.org weLEAD, Inc. How School Principals Can Model Leadership to Teachers! By Shanika Taylor In the 21 st century School, principals who develop teachers and students as leaders create a stronger organization. Demands for national school reform from politicians, demands for educational reform at the school level from teachers and parents, demands for increased test scores from parents and superintendents. Given all of the demands, when does the principal have time to be an instructional leader? The reality is that by developing teachers and ultimately students as leaders, the principal increases his likelihood of meeting these demands by freeing up time to work as an instructional leader. Principals are veteran teachers who are currently in leadership positions. Outstanding principals are able to mesh the two positions and yield great rewards. As a highly effective leader, the principal must be actively involved in educating and developing teachers as leaders. The successful principal realizes he does not have the time or the expertise to be effectively involved in all aspects of the school.
Twin Peaks Middle School Administration As a result, student grades are higher with block scheduling. · teachers have muchgreater opportunity to teach significant Standards in a significant amount http://powayusd.sdcoe.k12.ca.us/pusdtpms/administration.htm
Extractions: Dear Parents, We will be having an informational meeting in the fall to explain our block scheduling. In the meantime, we will answer a few questions concerning our new block schedule and RAM Time. We are busy making plans for the fall and want to share our ideas with you now so that you will have a clearer understanding!
Educator's Guide To Block Scheduling, An Decision Making, Educator's Guide to block scheduling, An Decision Making, Curriculum Design, andLesson which students learn, the way in which teachers teach, and ultimately http://www.ablongman.com/professional/catalog/academic/product/1,4096,0205278477
NCTE Online Bookstore in one high schools experience, What Do I teach for 90 Minutes? is essentialreading for those considering a move to block scheduling and those http://bookstore.ncte.org/default.asp?id_product=3370
Information Center - Media block scheduling, another element of the Tenth Grade Academy, gives his studentsthe time they need for labs I wouldn t teach in anything other than blocks now. http://www.smallschoolsworkshop.org/cc010103cscott.html
Welcome To CATALYST: For Cleveland Schools block scheduling, another element of the Tenth Grade Academy, gives his studentsthe time they need for labs, he notes. I wouldnt teach in anything other http://www.catalyst-cleveland.org/01-03/0103story3.htm
404: Not Found block scheduling in general education refers to the large blocks of time createdto teach one or more areas of the curriculum to a group of students. http://www.asri.edu/CFSP/brochure/related.htm
IMPORTANT INFORMATION TO REMEMBER ABOUT USING A BLOCK SCHEDULE administraion does not want to have block scheduling, then find Until something betterthan the 4X4 block schedule is I will forever use it to teach because I http://www.look.to/blockscheduler/info.html
Extractions: BLOCK SCHEDULING IMPORTANT INFORMATION TO REMEMBER ABOUT USING A BLOCK SCHEDULE There is no one ultimate schedule for all schools to use. Whether a school uses the block or the traditional, any schedule will work if the school wants it to be successful. If you do not have at least 80% of the faculty in favor of changing to a block, it is strongly advised that you do NOT make the change. Your school will need more staff development on block scheduling. If administraion does not want to have block scheduling, then find a new administration or abort the switch. Until something better than the 4X4 block schedule is introduced to me, I will forever use it to teach because I love: 1) the reduced stress in my job. 2) the happier faces on my students. 3) the family atmosphere that fills my classroom.
HOW I BECAME A SPEAKER FOR BLOCK SCHEDULING to teach in a block schedule? HOME PAGE. ALLOW ME TO INTRODUCE MYSELF. IMPORTANTINFORMATION TO REMEMBER ABOUT USING A block SCHEDULE. block scheduling SESSIONS http://www.look.to/blockscheduler/speaker.html
Extractions: BLOCK SCHEDULING HOW I BECAME A SPEAKER FOR BLOCK SCHEDULING I was asked a year ago by the Martin County School District to prepare an inservice to get teachers at Martin County High School excited about the block schedule. The enjoyment I received from working with my peers on this important topic was very rewarding. With this success, I decided to take my inservice to a national level. In March of 1999 I did a session at the NSTA convention and I look forward to traveling to other educational gatherings and schools. Does reading a book sufficiently inspire one to teach in a block schedule?
