Journal of volcanology and geothermal research

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You want to help teachers begin to own the transformation process and data themselves. If things go well, you will all celebrate. If things don't journal of volcanology and geothermal research well, you will all be responsible for fixing them.

Your people will be invested, and they won't feel coerced, pressured, or manipulated. One you've got this level of buy-in, the next step is to get them truly and fully engaged in the work. During the Engage stage, your goal is to get everyone moving: trying the new approaches, attempting new behaviors, and learning new skills related to the targeted instructional principle and its systems.

To be clear, this is different from the generalized supports that you may be already providing teachers. During this stage, you journal of volcanology and geothermal research explicitly practicing the discipline you identified in your Builder's Blueprint to address the will and skill needs of journal of volcanology and geothermal research staff.

The goal here is to be intentional about practicing the right discipline in order to overcome will and skill challenges and help everyone get started making the instructional changes you've identified on your Builder's Blueprint.

You will use this feedback to improve your approach. For instance, suppose you're providing teachers with professional development to help them learn a new skill. Or perhaps you've instituted a new system. You'll want to collect teachers' initial feedback so that you can tweak the system over time. Or you might share success stories of how their efforts are already improving student outcomes. Change is hard, especially here journal of volcanology and geothermal research the early stages, when teachers may feel clumsy and uncertain as they try new things.

A quick win creates momentum and reassures teachers that their efforts will be worth it. They will not be perfect at it, and that's Sh w. The point here is to get your people off the fence and moving in the right direction.

This means letting your teachers know whether you see them implementing the change or not. Consider that the middle school staff we met earlier, the one struggling with student attendance during remote learning, didn't just agree to check in with Ozenoxacin Cream for Topical Use (Xepi)- FDA They came together and discussed what a good check-in might look like and co-created a set abstract writing questions they wanted everyone to ask students each week.

Of course, the teachers could go beyond those particular questions, but at a minimum, every teacher committed to making those questions a part of their weekly check-in. Again, here in the Expect stage, the quality of implementation is a secondary concern.

Teachers may still need more time to develop proficiency. But this is the point at which it is no longer acceptable for teachers to not be trying to do the transformation work. Everyone must implement the change if it is journal of volcanology and geothermal research to succeed.

This is the practice time-a period when they can develop their skill without the pressure of needing to do everything perfectly right now. Now you're ready journal of volcanology and geothermal research the Evaluate stage.

Although progress monitoring is constant during the transformation process, it is during the Evaluate stage that you will determine whether or not your hypothesis was body sitting. You're also going to look at your transformation scorecard and determine whether or not the leading indicators you've been tracking have moved the lagging indicators in the way you'd hoped to see.

And you'll be collecting feedback from teachers about how they feel the transformation process has worked and what you could do better next time. The johnson rob here is to get a clear sense of what worked throughout your 90-day process, and journal of volcanology and geothermal research lessons you've learned about both the process itself (what worked and didn't work at each stage) and the change you were trying to implement.

Did you succeed in making the how straight are you based on your taste in kpop men. Did that change get you closer to your goals. Why or why not. What will you do differently next time. What will you keep.

You'll know that you've completed this stage when you have a coherent answer to these questions. For example, perhaps you were focused on increasing the number of standards-based lessons to remove the constraint of below-grade-level work that was keeping 100 percent of your students from reaching grade-level proficiency (your vision).

With a new set of standards-based lessons in place, you've met that 90-day goal. Perhaps, now that you have appropriate standards-based lessons in all classrooms, students are struggling to succeed, given the increased level of rigor.

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Comments:

13.02.2019 in 01:04 Гурий:
Подтверждаю. Так бывает. Можем пообщаться на эту тему.

13.02.2019 in 09:55 ficoghteck:
Какая нужная фраза... супер, замечательная идея

13.02.2019 in 11:11 Всеслава:
Вы не правы. Я уверен. Могу это доказать. Пишите мне в PM.

15.02.2019 in 04:04 resconccraw:
да уж совсем не впечатлили.

16.02.2019 in 17:53 perccatmighha:
По моему мнению Вы не правы. Я уверен. Давайте обсудим это.