Linking Teachers Practice to Student Achievement

Lieu : Ecole Moser

Intervenant : Greenleaf Robert

Robert Greenleaf was formerly a professional development specialist at the Education Alliance at Brown University. Having taught in all grades K-12, he has 20 years experience in public education ranging from superintendent of schools to assistant superintendent of schools, elementary school principal, teaching principal, teacher, and special education assistant. He served as adjunct professor at Thomas College in Maine. President of Greenleaf Learning, a human resource development company he founded in 1987, Bob specializes in educational strategies for understanding behaviors, building esteem and achievement, and brain-based learning. Bob is the author of 8 instructional books, the creator of two double-sided albums and publishes a bi-monthly newsletter. He is the 1991 recipient of the "Outstanding Educator Award" from the Waterville Public Schools in the state of Maine. Bob holds a doctorate in education from Vanderbilt University, a masters in educational administration from Southern Maine and a bachelor's degree from Nasson College in psychology.

Langue : en

Pr.Robert Greenleaf. Linking Teacher Practice Directly to Student Achievement. One of the most powerful factors in student learning is feedback. Research studies report between 21% and 41% impact on student achievement outcomes-- when used with certain criteria. The questions are: What feedback? How soon? How much? In what format? Data that is diagnostically useful to educators (and to students for feedback purposes) must be available now--about the skill or objective of focus for today’s instruction.