Accredited Online University : School 26

Accredited Online University : School Information

Results Fieldbook: Practical Strategies from Dramatically Improved Schools

Results Fieldbook: Practical Strategies from Dramatically Improved Schools What is the single, most important event of the school year that affects school improvement? How do you measure school improvement? How can simple tools-already at your fingertips-work more effectively to improve student achievement in reading, math, and more? The Results Fieldbook answers these questions and describes in abundant, practical detail how five school systems overcame obstacles and achieved exceptional results for all their students. These schools focused on the proven concepts that Mike Schmoker described in Results: The Key to Continuous School Improvement. Supplementing the case studies, brief vignettes by practitioners show how core practices-teamwork, the use of achievement data, and planning for measurable goals-made a profound difference in student learning at their respective schools. A close look at these school systems reveals the simplicity of improvement efforts built around the most potent force in improvement-collective, organized teacher intelligence. This book contains easily adapted processes and refinements that result from such teacher collaboration and ensure measurable improvement. Tables, figures, and appendixes illustrate effective data-collection processes; at the conclusion, a three-part synthesis provides practical steps toward implementing this radically more effective approach to school improvement, starting with preservice education.

What Works in Schools: Translating Research into Action

What Works in Schools: Translating Research into Action Any school in the United States can operate at advanced levels of effectiveness-if it is willing to implement what is known about effective schooling. "If we follow the guidance offered from 35 years of research," says author Robert J. Marzano, "we can enter an era of unprecedented effectiveness for the public practice of education." In What Works in Schools: Translating Research into Action, Marzano synthesizes that research to provide clear and unequalled insight into the nature of schooling. Marzano defines the factors affecting student achievement and offers compelling answers to once-elusive questions: . How can schools set academic goals that do not underestimate student potential? . How critical are staff collegiality and professional development? . Do all students have equal opportunity to learn, given current curriculum requirements? . Supplemental versus required content-is there room for redefinition? . What types of parental and community involvement make a real difference? . What instructional strategies really work? . What influence can an individual teacher have (as separate from the influence of the overall school)? . How can teachers manage classrooms that promote positive student-and-teacher relationships? . How can teachers structure their curricula to better sequence and pace content? . Can teachers really overcome a student's negative home environment? . How does an understanding of motivation theories help students and teachers overcome learning obstacles? . What specific learning strategies can enhance learned intelligence and background knowledge? In each chapter, Marzano recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data. Schools can and do affect student achievement. In his latest work, Marzano leads the way in establishing positive approaches that can make the long-held dream of effective public education a reality.

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Truth About Life Coaching School Accreditation

Do you ever feel like you know just enough about School Accreditation to be dangerous? Let's see if we can fill in some of the gaps with the latest info from School Accreditation experts.

With life coaching becoming "the" career choice in this millennium, many of you are seeking the right choice for training and certification. Hopefully this article will answer some of your questions.

There are many fine life coach schools, academies and institutes. Some are accredited and some not. Should the school's accreditation make a difference to you? In my opinion, no.

Because there are no universal standards for the life coaching profession, there are no universal standards for schools. Also, because well-paid coaches generally work in a niche, those niches are such that they are developed by the coach independently of any training they might receive.

Knowledge can give you a real advantage. To make sure you're fully informed about School Accreditation, keep reading.

What makes the issue of accreditation particularly confusing is marketing. Accreditation is being used as a marketing tool in some cases, not as a barometer of their success. Many coaching schools are accredited only because a group of colleagues got together and decided to form a group and accredit their associates' schools. How do you know whether this is the case for a school you are interested in? You really don't know and generally can't find out.

Many schools use accreditation as a marketing ploy to draw you in and charge exhorbitant rates. If you just want to spend more money, go ahead. Price really has little to do with the effectiveness of the materials. Mid-range schools generally work harder to please students and offer as good or better training in many cases, because students get more one-on-one time with instructors.

How important is a school's accreditation? Let's put it into realistic perspective. What is most important to a prospective coaching client is, can this coach help me? Most clients look to see whether a coach has had formal coach training, but not into the background of the school. And the truth is, clients don't care whether the school you attended, is accredited. It just doesn't come up. Clients will decide to use your services if they like you, feel a connection, and experience benefits from their sample session with you. That's pretty much it.

Peer Resources (http://www.peer.ca/coachingschools.html), recognized world leader in coach training resources states "accreditation" in the coaching field at present has a number of troubling aspects, including its lack of wide-spread acceptance, conflicts of interests between reviewers and some rated schools, minimal reporting of results, and questionable or vague criteria. While accreditation typically means the school has been reviewed by an external source, it does not necessarily mean that "non-accredited schools" provide less value or poorer quality programs."

There's no doubt that the topic of School Accreditation can be fascinating. If you still have unanswered questions about School Accreditation, you may find what you're looking for in the next article.