1 / 6

Ramirez Thomas Elementary

Discover the key strategies and practices implemented at Ramirez Thomas Elementary to drive student growth and foster a collaborative community. Explore how common commitments, professional development, and data-driven interventions have led to improved results. Learn from teachers' feedback and critical conversations that emphasize the importance of high expectations, support, and shared accountability. Uncover the impact of vertical curriculum alignment and extended instructional time on student learning outcomes.

elizabethester
Download Presentation

Ramirez Thomas Elementary

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ramirez Thomas Elementary Celebrating Results Administrator’s Meeting, September 7, 2012

  2. 2012 NMSBA Data

  3. What the teachers have to say: • “Student growth is always at the top of the priority list.” • “It’s not about individuals, it’s about the community as a whole.” • “The expectations are the same for everyone, and we hold each other accountable.” • “Everyone is on the same page.” • “Vertical alignment of curriculum” • “We learn together so we have the same accountability.” • “Consistency” • “We meet in grade level teams, three times a week.” • “We look at data together. So do the students.” • “Extended Day”

  4. What worked: • Common Commitments/Vision • Common Curriculum • Job-embedded Professional Development • Extended School Day – Instructional Time • Attention to Data – Teachers and Students • Focused Interventions • PLCs

  5. Professional Learning CommunitiesCritical Conversations and Relational Trust • Belief that ALL students can learn and it’s everyone’s responsibility • Leadership has high expectations for teachers – and supports them • Resources: appropriate preparation, PD, curriculum, supplies • Support: administrative and collegial involvement • Time: no task overload • Attention to detail • The four questions • Staff/team meetings focused • Norms • Agendas • Artifacts • Team notes with a purpose • Mandatory curriculum and data meetings 3xs a week • Common lesson plans • Data/Interventions What do we want students to learn? How will we know if they’ve learned it? What will we do if they don‘t? What will we do if they already know?

  6. “School districts should not try to simply build a learning community that has as many definitions as there are people defining it. The emphasis should be on restructuring how people work together. That’s what ultimately has an effect on the classroom.” - Nelda Cambron-McCabe (The School Administrator, May 2003, p.8)

More Related