Stuart Luppescu's Books

Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

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328

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University of Chicago Press

Published Date

ISBN 10

0226078019

ISBN 13

9780226078014

How Vocabulary is Learned

By: Stuart Webb,Paul Nation

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How Vocabulary is Learned

By: Stuart Webb,Paul Nation

This guide to vocabulary acquisition is essential reading for teachers of English as a second or foreign language. It presents the major ideas and principles that relate to the teaching and learning of vocabulary and evaluates a wide range of practical activities designed to help boost students’ vocabulary acquisition. Key questions which are answered include: • How many words should students learn at a time, and how often? • How much classroom time should be spent teaching vocabulary? • What is the best way to group vocabulary for learning? • Is it useful to provide students with the L1 translations of unknown words? • Why do some students make greater progress than others? stuart webb is Professor in Applied Linguistics at the University of Western Ontario, Canada. paul nation is Emeritus Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. Teachers will find answers to many of their perennial questions about vocabulary learning—as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas. patsy lightbown (co-author of How Languages are Learned, with Nina Spada)

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336

Publisher

Oxford University Press

Published Date

ISBN 10

019440353X

ISBN 13

9780194403535

Rethinking Teacher Evaluation in Chicago

Lessons Learned from Classroom Observations, Principal-teacher Conferences, and District Implementation

By: Lauren Sartain

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Rethinking Teacher Evaluation in Chicago

Lessons Learned from Classroom Observations, Principal-teacher Conferences, and District Implementation

By: Lauren Sartain

This report summarizes findings from a two-year study of Chicago's Excellence in Teaching Pilot, which was designed to drive instructional improvement by providing teachers with evidence-based feedback on their strengths and weaknesses. The pilot consisted of training and support for principals and teachers, principal observations of teaching practice conducted twice a year using the Charlotte Danielson Framework for Teaching, and conferences between the principal and the teacher to discuss evaluation results and teaching practice. Although the findings from this report focus on a specific pilot in a specific city, they have broad implications for districts and states nationwide that are working to design and develop evaluation systems that rely on classroom observations to differentiate among teachers and drive instructional improvement. Overall, the authors found that the Excellence in Teaching Pilot was an improvement on the old evaluation system and worked as it was designed and intended, introducing an evidence-based observation approach to evaluating teachers and creating a shared definition of effective teaching. At the same time, the new system faced a number of challenges, including weak instructional coaching skills and lack of buy-in among some principals. Specific findings include: (1) The classroom observation ratings were valid measures of teaching practice; (2) The classroom observation ratings were reliable measures of teaching practice; (3) Principals and teachers said that conferences were more reflective and objective than in the past and were focused on instructional practice and improvement; and (4) Over half of principals were highly engaged in the new evaluation system. Appended are: (1) Charlotte Danielson Framework for Teaching Modified for Use in Chicago Public Schools; (2) Chicago Public Schools Evaluation Checklist; (3) Danielson Framework Training for Pilot Principals and Teachers; (4) Quantitative Data and Statistical Models; and (5) Qualitative Data and Analytic Methods. (Contains 13 tables, 17 figures and 23 endnotes.) [This paper was written with Stuart Luppescu, Kavita Kapadia Matsko, Frances K. Miller, Claire E. Durwood, Jennie Y. Jiang, and Danielle Glazer. For the first year report, "Rethinking Teacher Evaluation: Findings from the First Year of the Excellence in Teaching Project in Chicago Public Schools. Policy Brief," see ed512286.].

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ISBN 10

098450768X

ISBN 13

9780984507689

Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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Page Count

328

Publisher

University of Chicago Press

Published Date

ISBN 10

0226078019

ISBN 13

9780226078014

Rethinking Teacher Evaluation in Chicago

Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation

By: Lauren Sartain,Sara Ray Stoelinga,Eric R. Brown,Stuart Luppescu

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Rethinking Teacher Evaluation in Chicago

Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation

By: Lauren Sartain,Sara Ray Stoelinga,Eric R. Brown,Stuart Luppescu

Teacher evaluation is arguably the hottest issue in education right now. Because of Race to the Top, many states and districts around the country are designing and implementing new teacher evaluation systems that--for the first time ever--evaluate teachers based on how much their students learn. However, there is limited research on how to build an evaluation system centered on classroom observations that can distinguish between effective and ineffective teaching. This report from the University of Chicago Consortium on School Research focuses on Chicago, but the lessons learned have significant applicability to districts across the country. The report is one of the first to provide research-based evidence showing that new teacher observation tools, when accompanied by thoughtful evaluation systems and professional development, can effectively measure teacher effectiveness and provide teachers with feedback on the factors that matter for improving student learning. This is especially relevant for those districts that are implementing the Charlotte Danielson Framework for Teaching, including Arkansas, Delaware, Florida, Idaho, Illinois, New Jersey, New York, South Dakota, Washington, Los Angeles, and Pittsburgh.

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Consortium on Chicago School Research

Published Date

ISBN 10

0984507671

ISBN 13

9780984507672

Trends in Chicago's Schools Across Three Eras of Reform

Summary of Key Findings

By: Stuart Luppescu,Elaine Marie Allensworth,Paul Moore

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Trends in Chicago's Schools Across Three Eras of Reform

Summary of Key Findings

By: Stuart Luppescu,Elaine Marie Allensworth,Paul Moore

Trends in Chicago's Schools Across Three Eras of Reform" finds that Chicago Public Schools (CPS) has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago since 1988, when U.S. Secretary of Education William Bennett proclaimed the city's public schools to be the worst in the nation. One key finding of the report is that graduation rates in Chicago have improved dramatically, and high school test scores have risen; more students are graduating without a decline in average academic performance. Math scores have improved incrementally in the elementary/middle grades, while elementary/middle grade reading scores have remained fairly flat for two decades. Racial gaps in achievement have steadily increased, with white and Asian students making more progress than Latino students, and African American students falling behind all other groups. Despite progress, however, the vast majority of CPS students have academic achievement levels that are far below where they need to be to graduate ready for college.

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ISBN 10

0984507663

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9780984507665

Book's by Stuart Luppescu

Organizing Schools for Improvement

Organizing Schools for Improvement

How Vocabulary is Learned

How Vocabulary is Learned

Rethinking Teacher Evaluation in Chicago

Rethinking Teacher Evaluation in Chicago

Organizing Schools for Improvement

Organizing Schools for Improvement

Rethinking Teacher Evaluation in Chicago

Rethinking Teacher Evaluation in Chicago

Trends in Chicago's Schools Across Three Eras of Reform

Trends in Chicago's Schools Across Three Eras of Reform

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