Woodland Hills School District Examining “Best Practices”

Task Please give a few of your own core “TEACHING BELIEFS.” Jot them right here.

SAMPLE Teaching Beliefs All children can learn to high levels if provided with varied and appropriate learning experiences. All children have the right to learn. We are responsible for providing a positive physical and emotional learning environment. Careful goal setting, planning and preparation will lead to improved pupil outcomes. Focused teaching clarifies the expectations of teacher and learner. Students gain a sense of pride by achieving their best through personal effort. Students benefit from staff having shared vision and standards. Spontaneity and creativity of childhood should be nurtured, encouraged and enjoyed. Slowing the pace of teaching and learning allows children to have better opportunity for success and to develop skills.

The Beliefs Of the Woodland Hills School District All students can learn and are capable of achieving high standards. Effective schools encourage all students to accept challenges as positive learning experiences. Effective educational programs challenge students to achieve their potential, and identify and nurture their gifts. The best schools encourage a love of life-long learning and the development of self-esteem. Students are motivated to learn when they can apply what they have learned to their lives. An effective curriculum promotes understanding and appreciation of all people and cultural backgrounds. Student success is best achieved through the cooperation of home, school and community. Students learn best in safe and orderly places. All students must become productive participants in the local and globe communities. Student pride in self, school and community will strengthen the Woodland Hills community. Student participation in extra-curricular activities is an important component of a well- rounded education. On-going staff development and training is essential to maintain a quality educational program. Diversity is our strength.

With a partner, discuss what a successful teaching philosophy would look like in the classroom. Jot down your thoughts.

Teaching Philosophy Keep the lessons SHORT (Mini-Lessons). Be EXPLICIT, DELIBERATE and SYSTEMATIC in your instruction. Whenever possible, be aware that DISCIPLINE SPECIFIC does not mean ISOLATED. READ widely and COLLABORATE with colleagues to frame your views wisely. REFLECT carefully on your experiences. Make it UNIQUE to you. Know the students well enough to skillfully meet the “CRAFT” and the “ART” of the teaching profession.

Definitions of Quality. Quality as a concept can mean many things to many people. The following examples demonstrate how the concept of quality has been defined in business and in education. 1. Quality is customer delight (AT & T) 2. Quality is a predictable degree of uniformity and dependability, at low cost, and suited to the market...for whatever the customer needs and wants (Deming) 3. Quality is fitness for use and conformance to specifications (Juran) 4. Quality is prevention through conformance to requirements -- perfection or zero defects (Crosby) 5. Quality is one time, on time, all the time (The Ritz-Carlton Hotel) 6. Quality is all students learning high level content, skills, and processes (Summary of state school reform definitions) 7. Quality is teaching the right things right each time with each learner (WORKFORCE 2000, INC.) 8. Quality is a pragmatic system of continual improvement (Pinellas County Schools, Largo, Florida)

It is time to assess some piece of work in your classroom. Detail some techniques that would validate Best Practice. Jot down your thoughts.

Classroom Assessment Techniques (CATs) provide practice and general feedback that will improve student learning assess questions of particular concern to the “big ideas” in the coursework are intended to assess the conceptual understanding are tailored to content-specific objectives allow for ongoing feedback with relatively quick assessment tools