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Thus if the conservation is so harmful, that should we make? To teach!

1943

Moving towards a long-term and systemic solution

A leading article of sphere of Boston declared that during “40 years, stud
y after the study on the conservation of category drew the same conclusion:
To fail a student, in particular by the ninth critical year of category, is
the greatest simple predictive factor of if him or it releases― (Edley, 20
02). The leading article continues to declare that “the widespread conserv
ation other worsens the space of achievement: In Massachusetts, for example,
through all the categories, African-America…

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category, conservation, student, to fail, failure, school

Moving towards a long-term and systemic solution

A leading article of sphere of Boston declared that during “40 years, stud
y after the study on the conservation of category drew the same conclusion:
To fail a student, in particular by the ninth critical year of category, is
the greatest simple predictive factor of if him or it releases― (Edley, 20
02). The leading article continues to declare that “the widespread conserv
ation other worsens the space of achievement: In Massachusetts, for example,
through all the categories, the Afro-American and the Hispanic ones are mai
ntained with three times the rate of white― (Edley, 2002).

According to research (Anderson, Jimerson and Whipple, 2002; NASP, 2003;

Jimerson, Anderson and Whipple, 2002; Stenovich, 1994), some of the dev
astators effects of the conservation are:

- The majority of the children “do not catch up with― once not held beh
ind.
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- Although some the maintained students improve at the beginning, these child
ren are late often still in the posterior categories.

- The conservation is one of the predictive factors most powerful of the ref
erence of college; to hold a back of child returns dropping twice 90% unques
tionable out-of-school.

- In 2001, the student 6èmes of category arranged the conservation of catego

ry like event of life more stressing, followed to lose a relative and an acti
ve blind man.

- Students who are held behind tend to have troubles, hate the school, and
feel badly about themselves more often than the children who continue with
the next category.

- The weakened self-esteem which usually accompanies by the plays of conser

vation a role in at which point the child can face in the future.

Far too many students give up simply on the school, mainly because they est
imate that their schools already gave up on them. Even our services of spec
ial education failure-are based. “The system running employs an obsolete
model which awaits a child to fail, instead of a model based on the prevent
ion and the intervention― (Department of Education of the United States,
office of special education and services réhabilitatifs, 2002).

IT SHOULD NOT BE IN THIS WAY.

As can we make?

Much lawyer for the first pegging for student in order to apply suitable str
ategies of instruction (Anderson, Whipple and Jimerson, 2002; The United Sta
tes Department of Education, 2002; Lyon and Fletcher, 2001; Lyon, 2002). It
is clearly a step in the right direction.

But not all the professors are effective the needs of student and the appli
cation of the strategies of instruction which are adapted for the student n
eeds. A study undertaken by Sanders and Rivers (1996) examined the cumulati
ve and residual effects professors on the achievement of student and found
an abyss broad between the impact on the achievement of student by the effe
ctive professors and the ineffective professors. Also carrying out the seco
nd graders were separated by as much of as 50 points from percentile on the
standardized tests before they reached the fifth category only because of
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teaching by the professors whose effectiveness varied considerably.

The study was based on the system of test “with added-value― of Tennes
see which maintained the year discs by year of test on each student in the
public school system and matched students with their professors. Professo
rs were divided into three groups - low, means, and tops - based on the ex
ecution of their students. The results showed the dramatic effect of the g
ood teaching on the achievement of student in two urban areas. There was a
n important difference in the execution between the students who had “bo
ttom― evaluated three by professors and three professors who “high―
were evaluated during one three years period. Although the students in one
of the urban systems carried out with one moreover high level that the ot
her, the model of “professor-have added the value― was obvious in the
two systems. The study also noted that students of Afro-American were appr
oximately twice also to be affected ineffective professors.

What we know now

Which measurement can we take to ensure us that all the professors function
on a level which optimizes the highest levels of the study of student?

The scientific research of the multiple fields enables us to include/underst

and how the study takes place, which resembles it the moment when it is not,
and which interventions or strategies of instruction will have like consequ
ence the greatest impact on the study of student. research Obviousness-based
, for example, found new means of helping the infants with becoming the qual
ified readers. During ten last years, the national institute of health enfan
tile and human development (NICHD) at the national institutes of health (NIH
) undertook wide scientific studies of searchs for reading. Up to now, 42.06
2 children were included in these studies on 44 sites through the United Sta
tes. The sites of searchs for reading are classrooms in schools of State, in
cluding the urban center, raised poverty, high-risk schools. Even the urban
center most difficult, high-risk schools in the cities such as cd. from Wash
ington, in Houston, in Los Angeles and Seattle, the end of five years of int
ensive teacher training on the way in which to provide the instruction of re
ading obviousness-based scientific, 94 to 96% of all the third graders read
on the level of category. Before this intervention, roughly 70% of the third
graders that the schools of cd. of Washington read below the level of categ
ory. The studies of research include a strong emphase on the coursework, the
observation, the consultation, and the collaboration of professor. (Thomas, 2002)

However this new knowledge is not used by each zone, each school, and each
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professor in each classroom. Thus, it is critical to support these new meth
ods in all the system of education.

The transfer and the translation of the knowledge acquired in the studies i
n practices out of matter scientifically based of classroom are a complex c
ompany. The effective teaching which does not leave any child behind requir
es professors to make place a competence which enormously complex, is sophi
sticated and based on the convergent scientific proof. Strongly - the effec
tive professors supervise the progress of pupil continuously and then conce
ive (and design) the lessons which meet the detail, the needs individualize
d for each student (Lyon and Thomas, 2003; Bennett and Rolheiser, 2001). Pr
ofessors must, therefore, being continuous and continuous professional deve
lopment teams of the very last thing provided by experts. The professor lea
rning on the level from school must be carefully constant by a coherent and
systematic flow of correct information and the instruction of the experts,
particularly as regards schools of execution of bottom, in order to preven
t false information circulation in these groups.

If we know that the quality of professor makes a decided difference of the q

uality of the learning student, it seems logical and moral to focus investme
nts by improving quality of professor of an end of the business to the other
. State--, zone and the school-broad intense professional development for cu
rrent professors and continuous complete design of preparation of professor
of university for the suction professors should become our strategic priorit
ies.

The National council of improvement of personnel (NSDC) developed and upda

ted a whole of standards for the improvement of the personnel which is dir
ectly related to the increased achievement of student (NSDC, 2001). The st
andards provide a framework to make sure that the improvement of the perso
nnel is sensitive to the needs for the teachers and their students. NSDC g
roups the standards around the context, of the process and the contents.

The standards of NSDC move away from the workshop “rest and enter― of
the models of improvement of the personnel and in the serious study. The
reason is frank: the workshops alone do not obtain the results that we w
ish (Joyce and showers, 2002). To reach the maximum effectiveness, a mode
l of improvement of the personnel must include the presentation and the s
upport of follow-up in order to ensure the improvement. The follow-up mus
t be envisaged and in right proportion placed. According to NSDC, some ex
perts believe that 50% of the put resources on side for initiatives of im
provement of the personnel should be directed towards the follow-up.
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The options for the support of follow-up include the drive, modelling and th
e lessons of demonstration, the visits of par, the collegial groups of suppo
rt, the work groups of supervision, and the taping or it video of acoustics
attaching of the adhesive tape to students. The strategies of follow-up make
it possible professors to concentrate on the new qualifications and their i
mpact on students, and move achievement of competence on imitative or Re-to
synthesize level at the levels prone to seizure, easy to handle, and innovat
ors who allow them problem-of solving real-time, real-world, the unforeseeab
le difficulties which arise in the classrooms filled of various students (Jo
yce and showers, 2002.)

The differences on the three levels of the impact in the diagram below, while
they apply to a model of formation, are as follows: Level I - Concepts of ar
rangement; Level II - Achievement of competence (can follow a receipt); and l
evel III - application of the innovating resolution of the problems (able to
change the receipt like a principal chief to adapt the needs for the various
students).

Paul Pastorek, former president of the council of Louisiana of elementary a

nd secondary education, naps it upwards: “Research indicates that the mos
t important bond with the success of student has the professors informed st
rongly well and skilful in the classroom. We did not provide to our profess
ors enough information on the way in which the children learn and what it t
akes to learn how to read. The equipment of the professors of this new know
ledge will enable them to collect the rewards which they want for the child
ren they teach.― (Thomas, 2002).

Refusals spark, the executive director of NSDC, published a challenge in 200

2: Within five year, all the professors will have access to the development
of professional of quality. If it must be met, the challenge will require en
gagement and the support credits of the teachers, the political decision mak
ers, the parents, and member of the of the same Community.

But we cannot stop us there. In order to be succeeded, and in order to supp

ort and institutionalize our efforts, the control which includes/understand
s and provides the context and the infrastructure necessary for the success
of professor and student must be developed with the levels of university,
of zone, school and classroom. If the chiefs must cultivate a major arrange
ment of the complex conditions which must be in place to develop such a mod
el, they must also be implied by learning complexities from which professor
s must control.
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Michael Fullan wire-drawer owing to the fact that this will require that the
directors reach beyond the control of instruction. “Some school sectors e
mbraced the development and the support of the director because the chief of
instruction (Fink and Resnick, 2001), but in spite of these good beginnings
, the main thing as a chief of instruction is too narrow by concept to carry
the weight of the reforms of which we need in the future. We need, instead
of that, chiefs who can create a fundamental transformation in the cultures
of study of the schools and the profession of teaching itself― (Fullan, 20
02a).

Fullan (2002b) also informs that the control of school must go well to chief
s of change, and clarifies that to be a chief of change is very different to
be a content expert: “There is a difference between being an expert as re
gards contents of an innovation against being an expert as regards process o
f change. In other words, it is possible to be a principal expert as regards
instruction for example, while being a disaster because an agent of change
by obtaining it applied. In our formation we teach people about the process
of the change - how to include/understand and work with “the immersion of
execution―, importance to develop relationship with others such not made w
ith the idea, how not to become frustrating by the overload and the rate/rhy
thm of the change, etc including/understanding the vicissitudes of the proce
ss of change is a key to be worked with the change of broad scale.―

This seems, then, that in order to clearly bring back the conservation of cat
egory, the services repairing, the references to special education and the ra
tes of marginality of school, must establish to us the capacity of professor
and control which is necessary for the widespread execution of scientist, an
instruction research-based which we know of work in the classroom. Thus, obje
ctives:

- To identify and install all the critical contextual conditions necessary to

apply the instruction research-based which we know of work in the classroom.

- To develop, apply, to examine and refine the models which will guide profe
ssional training for professors as well as continuing education for professo
rs currently serving as the students in the classroom.

- To develop, apply, to examine and refine the models for the educational chi
efs of building on the level of university/university, the level of zone, the
level of school and the level of classroom.
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Time makes tic TAC. With the lives of the children concerned, and particul
arly our more vulnerable children, we cannot allow us to continue to make
deals as usual. We know too much to leave even a child behind.

The professors and the chiefs of school need, want that and deserve have sup
port and tools which they must produce optimum success in their classrooms.
With the serious hearth and resolution, we must take the gantelet and accept
the challenge of the sparks of Refusals to make sure that all the teachers
in all the schools will test the professional development of quality from he
re 2007. Strongly - the professors effective and strongly equipped in each c
lassroom can basically wipe far the need even for discussion to the services
from conservation for category and special education based on the failure.

The references are available at http://www.cdl.org/resource-library/article

s/retention_solution.php?type=subject&id=17.