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

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

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

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

  • JP Associates offers our sites grant writing assistance. Take advantage of our experience writing successful grant requests.
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Superintendents grapple with finding stellar teachers

Explore some of the solutions JP offers schools and districts to address finding, keeping and developing stellar teachers: http://www.jponline.com/jp-domains/teacher-effectiveness

district superintendents

Poll reveals superintendents' biggest challenges, priorities for student success.

Concerns around finding highly-qualified teachers and principals plague today’s district superintendents, according to a new Gallup poll.

Two-thirds of district superintendents in a new survey said the quantity of new teacher candidates is decreasing, and 43 percent said new principal candidates are decreasing.

Participating district superintendents tended to rate their districts as less effective at recruiting talented teachers and principals than they are at selecting, developing and retaining them, according to the poll.

Forty-two percent of superintendents report that they are engaged with their job–higher than U.S. workers nationally. District superintendents in city, suburban and larger districts tend to display higher levels of job engagement, according to the study.

Concerns over teacher and principal recruitment extend to superintendents’ thoughts about how their schools are preparing students for post-graduation success. Superintendents are most likely to rate having teachers who create excitement for the future as extremely important to students’ success after graduation.

Superintendents who tend to be engaged with their work are those who strongly believe their district is very effective in recruiting high-quality teachers and principals and if they are very positive about their relationship with the school board and about their board members’ knowledge of K-12 education.

Superintendents said their greatest challenges include: improving academic performance of underprepared students (81 percent), battling the effects of poverty on student learning (74 percent), and budget shortfalls (73 percent).

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Teachers: These are the 6 must-know strategies for great blended learning

blended learning

Teachers offer insights on how to ensure successful blended learning instructional strategies.

Teachers value today’s classroom digital resources, but students might not be as comfortable using technology as parents and educators believe, according to a new report about successful blended learning strategies.

The report, Teaching with Technology, a new report from the Foundation for Blended and Online Learning (FBOL) and the Evergreen Education Group, characterizes blended teaching as using a combination of face-to-face instruction and digital content, tools, and resources.

A survey of teachers from 38 states finds that time, thoughtful planning and support at the school- and district-level, and ongoing relevant professional development are key to the success or stagnation of their blended learning efforts.

Teachers are incorporating new technology tools and strategies into their classroom practice, and despite their different approaches, and blended learning plays a large role in teachers’ approaches.

The report draws insight from educators teaching in traditional public schools, charter public schools, alternative education programs, and private schools, as well as in-depth interviews with teachers and administrators across the country, and school and classroom observations by its authors.

Nearly all respondents (97 percent) said they are using computers in their teaching, and between 64 and 66 percent of respondents report that they are using each of four types of resources and strategies: student creation of documents, student collaboration, free online resources, and online resources purchased by the school or district. This finding demonstrates that use of open educational resources and purchased resources is not either/or, but that in some cases teachers are using both free and purchased materials.

About 60 percent of respondents said they regularly use formative assessments (61 percent) and/or differentiated instruction (58 percent).

The report offers a number of major takeaways and recommendations, based on teachers’ responses:

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Research analysis shows long-term benefits of center-based pre-K programs

  • Early-childhood education teachers and leaders gathered in Atlanta for the National Association for the Education of Young Children conference received some welcome news Thursday when researchers from five universities released research confirming the benefits of high-quality, classroom-based preschool programs.
  • Appearing in Educational Researcher, the analysis of 22 studies shows that when young children participate in such programs, future placement in special education is reduced by 8.1%, grade retention drops by 8.3%, and high school graduation rates increase by 11.4%.
  • “These results provide further evidence for the potential individual and societal benefits of expanding early childhood education programming in the United States,” Dana McCoy, an assistant professor at the Harvard Graduate School of Education, said in a press release.

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