• JP partners with schools and districts across the country to provide intensive professional development for scientifically-based programs.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism

  • JP Associates offers our sites grant writing assistance. Take advantage of our experience writing successful grant requests.

  • JP brings together several critical factors in the development of an effective school.

  • JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.
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Young children's self-control influenced by peers

Dive Brief:

  • Self-control, one of several skills that falls under the category known as executive function, is shaped in early-childhood and influenced by what children think their friends are doing, according to a recent study from researchers at University of Colorado Boulder.
  • Published in the journal Psychological Science, the study showed that when preschoolers were told that members of their “in group” decided to wait for two marshmallows instead of getting one right away, they were twice as likely to wait for two themselves.
  • “Typically, self-control has been thought of as a trait that a child has or doesn’t have,” lead author Sabine Doebel said in a press release. “Ours is the first study to show that group behavior and group norms influence self-control in children.” The researchers recommend exposing young children to role models — both fictional and in real life — who demonstrate self-control.

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Why Great Employees Leave “Great Cultures”

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“We have a great culture.” We have all heard it. We have all said it. But what does that mean?

Ping-Pong tables, free meals, and beer on tap? No.

Yoga, CrossFit classes, and massage chairs? I so need that, but no.

The promise of being part of a hip, equity-incentivized, fast growing team? Closer, but still no.

Culture is often referred to as “the way things are done around here.” But to be useful, we need to get more specific than that. I’ve been working in HR for over twenty years, and the best companies I’ve worked with have recognized that there are three elements to a culture: behaviors, systems, and practices, all guided by an overarching set of values. A great culture is what you get when all three of these are aligned, and line up with the organization’s espoused values. When gaps start to appear, that’s when you start to see problems — and see great employees leave.

These gaps can take many forms. A company might espouse “work-life balance” but not offer paid parental leave or expect people to stay late consistently every night (a behaviors-system gap). You might espouse being a learning organization that develops people, but then not give people the time to actually take classes or learn on the job (system-behaviors gap). Maybe your company tells people to be consensus-builders, but promotes people who are solely authoritative decision makers (behavior-practices gap).

Gaps like these are never solved by turning culture over to a Chief Culture Officer or pulling together culture committees. Likewise, inspirational leadership, the repetition of value statements, and letting people be themselves are important, but they are by-products of a healthy culture, not the drivers of one.

How, then, do we repair a flagging culture? A place to start is by reviewing the behaviors, systems, and practices in place in your company.

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6 steps for using data to improve instruction

From laying the foundation to creating the right culture, here's how to make sense of data

 

Research suggests that when principals work directly with teachers in explaining how and why they should use data to improve their instructional practices, the effect on student achievement is more than twice as powerful as any other leadership dimension.

Clearly, K-12 leaders hold the keys to data-driven improvement. And if they want to lead this practice effectively in their schools, they need to understand how to use data as a leadership tool.
According to Datrow, Park, and Wohlstetter, there are six key strategies that performance-driven schools and districts should follow if they want to use data to produce significant achievement gains. Let’s explore them.

1. Lay the foundation.

Just as a house won’t last without a solid foundation, school and district leaders must invest significant time and resources in building a solid foundation to support data-driven decision making if they want this practice to endure.

Laying the foundation for using data to drive continuous improvement involves setting specific, measurable performance goals at all levels of the organization (district, school, grade level, classroom, and student). It also means developing and implementing a cohesive curriculum that is consistent across all schools and is vertically aligned from one grade level to the next.

Only when there is a coherent, system-wide curriculum in place can educators begin to collect, analyze, discuss, and act on data that are comparable from one school and classroom to another.

2. Create a culture of data use.

Establishing a culture of data-driven improvement is essential in holding staff accountable for this change. District-level leaders must set clearly defined norms for data use and model them in their own day-to-day practices. Principals, in turn, are responsible for reinforcing those expectations in their buildings.

When everyone knows what is expected of them, and using data to drive continuous improvement becomes ingrained in the district’s DNA, then real change can happen.

3. Invest in data management systems.

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EAST ST. LOUIS SCHOOL DISTRICT 189: Urban ED teacher residency program

Congratulations to East St. Louis School District 189 for their new initiative. It was our honor to work with them in the past-a group of passionate and committed educators!

 

East St. Louis School District 189 recently issued the following announcement.

District 189 is seeking talented, committed individuals to join our first Urban Ed Teacher Residency Program. The intensive and supportive program will develop highly effective teachers through a yearlong, residency-based training model. 

 

Urban Ed residents serve full time, receive a $30,000 stipend and obtain a Master's degree in Education. 

This one year program will prepare teacher residents to become quality teachers and ensure they are culturally and pedagogically prepared for success in the classroom.

Contact:

Apply Here

Original source can be found here.

 

 

 

 

 

 

 

 

How’s that – Explicit instruction in math works best

Image result for explicit instruction

In other words, Kentucky’s students need a sage on the stage, not a guide on the side

If anything, Kentucky’s rather abysmal performance in math on the newly released NAEP math assessments shows the state needs to move in a different direction for math instruction. The Progressive Education fad ideas we’ve tried since KERA came along just are not working that well – in fact they are basically not working at all for our black eighth graders.

But, what does work?

An experienced math teacher from Seattle offers answers in “Guest essay: How the right approach to math can reduce the achievement gap.”

He writes:

“In my experience, what works is explicit instruction. That means explaining concepts in a clear, straightforward way, showing each student how to use them and following up with lots of practice – including rigorous tests.”

Got that? EXPLICIT INSTRUCTION. That’s where the teacher is the sage on the stage.

And, teacher Ted Nutting points out that:

“To use explicit instruction, teachers had to set aside district-approved textbooks and materials because Seattle Public Schools – along with many other districts – favors an “inquiry-based” or “discovery” method for teaching math. For example: the teacher poses a question and becomes a “guide on the side.”

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