Turning Around Chronically Low-Performing Schools: Resources From Doing What Works
Presenters
Nikola Filby (Primary)
Senior Program Director
WestEd
Fred Tempes (Primary)
Senior Program Director
WestEd
Jan Phlegar (Primary)
Director
Learning Innovations at WestEd
Rebecca Herman (Primary)
Principal Research Scientist
American Institutes for Research
Description
As part of a series of WestEd-sponsored webinars related to education goals of the American Recovery and Reinvestment Act, Nikola Filby, Director of WestEd's Innovation Studies Program; Rebecca Herman, Principal Research Scientist at the American Institutes for Research; Fred Tempes, Director of the Comprehensive School Assistance Program at WestEd; and Jan Phlegar, Director of Learning Innovations at WestEd will offer research-based recommendations to improve low-performing schools from the Institute of Education Sciences (IES) Practice Guide. The webinar also will showcase resources from the Doing What Works website illustrating how these recommendations have been carried out successfully.
WestEd is offering this webinar as part of series of free webinars related to the education goals of the American Recovery and Reinvestment Act. The series includes:
- Early Head Start: Providing a Quality Comprehensive Program for Infants, Toddlers and Their Families:
- Making Progress on Essential Standards and Assessment Reforms
- Recommendations for Addressing the Needs of English Language Learners: The American Recovery and Reinvestment Act (ARRA)
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- Chat Log: "Turning Around Chronically Low-Performing Schools"
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- PDF Handout of presentation: Turning Around Chronically Low-Performing Schools: Resources From Doing What Works
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- Resources Discussed by Presenters on "Turning Around Chronically Low-Performing Schools"
From WestEd.org
Isolation Is the Enemy of Improvement: Instructional Leadership to Support Standards-Based Practice
This book is intended to help instructional leaders replace old norms of isolationism that have kept instructional decision-making the private domain of individual teachers. It will help instructional leaders to recognize the characteristics of effective standards-based instruction and to help their colleagues incorporate these characteristics into their own practice and the collective practice of their schools.
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