• JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.

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

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

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

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism
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Research: Active Learning More Important than Flipping the Classroom

Active learning produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU).

In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time. The approach has been growing in popularity, so researchers at BYU decided to test its effectiveness.

 

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Three Ways to Coach the Person, Not the Problem

Back when we were co-teaching The Flow of Coaching module at theGeorgetown Leadership Coaching Program, my good friend, hero and fellow Davidson College alum Frank Ball used to do a funny bit with a bottle of water. To make the point that coaches and leaders should coach people and not problems, Frank would put a bottle of water on the table in the front of the room and say, “This bottle of water represents the problem.” Then he would start coaching the bottle of water. Needless to say, he never got very far. The bottle just didn’t have that many insights on what to change or how to change it.

That’s the thing. People have insights, problems don’t. If you’re a leader who cares about growing and developing your people, you have to coach them, not their problems.

That’s counterintuitive for a lot of leaders and even a lot of professional coaches. The solution to the problem is so obvious (to you) that you just want to jump in there and solve it for them.  That’s not coaching; that’s providing the answer. There’s not much growth in that approach. In fact, you might set growth back by creating a dependency that locks both of you into doing what you’ve always done. And of course when you do that, you’re going to get what you’ve always gotten.

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5 Highly Effective Teaching Practices

I remember how, as a new teacher, I would attend a professional development and feel inundated with new strategies. (I wanted to get back to the classroom and try them all!) After the magic of that day wore off, I reflected on the many strategies and would often think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it all."

We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. But it's important to focus on purpose and intentionality -- and not on quantity. So what really matters more than "always trying something new" is the reason behind why we do what we do.

What Research Says

This leads me to educational researcher John Hattie, who wrote Visible Learning for Teachers: Maximizing Impact on Learning. Through his research, one of his goals is to aid teachers in seeing and better understanding learning through the eyes of their students.

Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. Here I'd like to highlight five of those practices:

 

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Study identifies children at risk for persistent mathematics difficulties

A recent study published in the Journal of Learning Disabilities suggests early screening and intervention may prevent persistent math difficulties (PMD) for at-risk children.

The study identifies at-risk  as being those as young as 2 years old from low socioeconomic status (SES) households; with cognitive and behavioral issues; and with vocabulary and .

Previous studies have found that  experiencing  difficulties will likely continue to experience these difficulties as they grow older. Yet researchers, policymakers and practitioners previously knew very little about which children are likely to experience PMD, according to Paul L. Morgan, associate professor of education in Penn State's College of Education and lead author of the study funded by the U.S. Department of Education's Institute of Education Sciences.

 

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JP's Work in Singapore

JP School Improvement Specialists Julie Burke and Dan Link spent last week in Singapore working with their Ministry of Education. We are looking forward to hearing what new achievements were accomplished and seeing some photos.  In preparation, here is a FANTASTIC video produced by our Partners in the Special Education Branch of the Singapore Ministry of Education. The results they're seeing are INCREDIBLE!

 

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  • Strategies for serving students with Autism
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