Educational Directions Blog

Ed Directions coaches and leadership team encounter lots of educational challenges in the schools we partner with.  Read more about how to overcome some of the more common challenges that we have helped schools overcome.

The Calibrating Period – The January/February Conundrum

A core component of Educational Directions is the “Rhythm of the Learner Year” – ROLY. This approach emphasizes that proficient performance by all students requires a focus on high-level student engagement in optimum learner and performer work. In addition, it emphasizes that the level and nature of this work changes

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The Academic Leadership Year – Part 7

Once the school leadership team has completed the data mining and goal setting parts of academic leadership, their tasks expanded to include planning for the opening of school and assessing “readiness.” By July, most schools have a school improvement plan (SIP), but frequently, the plans have been developed without the

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The October Imperative – The Academic Leader

Years ago, teachers used to talk about the “big” learning months – September, October, January, February, and March – because these months offered large blocks of time for uninterrupted teaching and learning. As more research became available on the topic of how students learn, the importance of these months was

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The Academic Leadership Year – Part 6

The Academic Leadership Year – The July Period (Part Six) If leadership has done adequate pre-planning and provided teachers with time to collect and organize their data by the end of July, teachers can begin intentionally developing course, unit, and lesson plans that are designed to move their students towards

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The October Imperative – The Effect of Teachers

Years ago, teachers used to talk about the “big” learning months – September, October, January, February, and March – because these months offered large blocks of time for uninterrupted teaching and learning. As more research became available on the topic of how students learn, the importance of these months was

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The Academic Leadership Year – Part 5

Once schools know the number of students needed for success, their next step would be to identify the teachers of the assessed areas and their students. In the past, Ed Directions’ coaches have looked at multiple years’ scores in content areas to determine: 1) Were they successful last year? and

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The Academic Leadership Year – Part 4

When working with underperforming schools, Ed Directions’ coaches always emphasize that a school cannot improve scores by setting out to improve scores. In our approach to school improvement, we emphasize that to improve scores, you must improve individual students as learners and performers. This is not an attempt to de-emphasize

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The Academic Leadership Year – Part 3

In states with more detailed district and school reports, we can carry our analysis to another level. In states that offer information on individual student performance, or in a best case scenario the actual student work and how it was scored, we can connect more dots and begin to speculate

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The Academic Leadership Year – Part 2

Once we have established where students are expected to be as learners and performers by the time they take a test or transition to the next year – we then facilitate the school’s analysis of current status. This can vary from state to state depending on the nature of, and

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The Academic Leadership Year – Part 1

There are lots of things for school leaders to do between the time students leave school to the time they return for the next year, and they are all important. Some of these things relate to personal survival (e.g. vacation time, personal professional development, etc.). Many relate to management responsibilities

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