Workshop 2017

Teaching effectiveness is recognized by how well students are learning. Teacher effectiveness places the classroom teacher in the spotlight as the guiding influence when defining academic achievement for students. Looking beyond basic teacher behaviors, there has been much criticism on the idea of teachers’ own belief systems and attitudes toward teaching quality that drives student achievement. In a 21st century changing world, how do we provide the support needed for our staff to create a risk-taking culture that helps both the practitioner and student body learn through experimentation, self-reflection and problem solving? Through a strategic collaborative model, districts can create a job-embedded learning environment where both teachers and students take risks to grow and achieve success by demonstrating mastery of skill and concept. In turn, a culture of innovation is created where students are able to conceptualize, analyze, synthesize, and present their solutions to problems, which supports the ideas and high expectations of the NJ Student Learning Standards, PARCC, and College and Career Readiness standards.