Chris Fraser, Ed.D.

Anthony R. Reibel - Beyond PLC Lite: Evidence-Based Teaching and Learning in a Professional Learning Community at Work. This is episode 699 of Teaching Learning Leading K12, an audio podcast. Anthony R. Reibel, EdD, is the director of research and evaluation at Adlai E. Stevenson High School in Lincolnshire, Illinois. In 2006, he became a Spanish teacher at Stevenson, where he served as a curricular team leader, core team leader, coach, and club sponsor. In 2010, Anthony received recognition from the state of Illinois, and in 2011, Illinois Computing Educators named him Technology Educator of the Year. He currently sponsors two clubs: (1) KIVA, which gives microloans to entrepreneurs living in areas lacking financial institutions, and (2) FIRE, which promotes equality and respect among Stevenson students and staff through conversation and advocacy in school and throughout the community. Anthony is the author and coauthor of seven books on education. Some titles include Embracing Relational Teaching: How Strong Relationships Promote Student Self-Regulation and Efficacy; Small Changes, Big Impact: Ten Strategies to Promote Student Efficacy and Lifelong Learning; Proficiency-Based Assessment: Process, Not Product; and Pathways to Proficiency: Implementing Evidence-Based Grading. Each of these explores the relationship among student efficacy, pedagogy, and learning. Anthony is also the publisher and chief editor of The Assessor(www.assessormag.com) a publication that features short articles written by teachers and administrators to support conversation about formative assessment. Anthony completed his doctorate, which studied the effects of cognitive bias on teachers’ evaluation of student performance, at the University of Illinois Urbana-Champaign. Our focus will be the book Dr. Reibel wrote with Troy Gobble, Mark Onuscheck and Eric Twadell - Beyond PLC Lite: Evidence-Based Teaching and Learning in a Professional Learning Community at Work. Awesome conversation! So much to learn. Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: https://lnkd.in/eSTaqX3E https://lnkd.in/eN7aC6xY https://lnkd.in/evuUrYg2 Stevenson High School - Home Page (d125.org) Length - 59:07

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No event had more impact on the role of trust in education than the response to and results from Covid-19 response. This report is alarming for those states earning a “C” or less. If the state government isn’t transparent about their numbers, education officials should not be shocked when parents, other policy makers, and, yes - teachers and students themselves - lack trust in the institution. The most important recommendation, in my opinion, is increase transparency. In any relationship, acceptance of accountability is a top growth factor in trust.

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Great conversation about addressing teacher shortages at the REL Southwest Governing Board meeting, kicked off by a report on the SECAT (Supporting Early Career and Aspiring Teachers) partnership between REL Southwest & Louisiana Department of Education. Lots of great ideas, but the bottom line is that we are in uncharted waters due to Gen Z’s and Millenials’ view of work and career, the sharp increase in new teachers who are uncertified, the proliferation of alternate routes to certification, a decrease in college students majoring in education, challenges to the notion of traditional public schools by charter schools and private school vouchers, increased classroom use of technology including AI, students and teachers who did not return after COVID, online learning options including Zoom classrooms, a redefinition of what teaching skill means, the gig economy, and so much more. We need to re-vision teacher recruitment and retention grounded in current and near future realities.

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Yes, it seems that coming to a consensus on grading with all stakeholders will be unwinnable because there are so many factors to consider. But we must begin to do this work because our current practices are not working, and student learning is negatively impacted. This article highlights things that we should consider.

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Research: Why #AssistantPrincipals Deserve More Attention by wallacefoundation.org The authors of the 2021 research synthesis gave some clear recommendations on how districts can support APs, including: Develop standards and tasks that are consistent with the AP job responsibilities Create more structured recruitment and mentoring of people of color and women and clearer policies for advancement Provide #principals with professional development on how to mentor assistant principals and delegate #leadership tasks to help them grow and advance #WeLeadEd #Edleadership #satchat #Edchat #Suptchat #WomenEd #BWEL Scholar System #LACOE

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Come find out more about what K-State can do to help you reach your goals!

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Attention School Leaders: NCEE’s newly released Framework for AI-Powered Learning is now available! Learn how to strategically implement AI in your schools with our short and long-term planning guidance. Discover global best practices and start transforming your educational environment today. And let me know what you are trying in your schools so others around the country can learn from you and your students! #LearningToLeading #SchoolLeadership #AILiteracy #FutureOfEd #TeachAI https://bit.ly/4cM2rjj

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📚 Calling all Dallas ISD Textbook Custodians!! The equitable distribution of resources is vital for student achievement. That's why our upcoming textbook custodian training sessions, posted on the PDL webpage, are crucial. These sessions are a key component in our Vision for the Equitable Distribution of Resources. It's imperative that teachers and students have access to their resources (Amplify, Eureka, Carnegie, etc.) at the start of the 24-25 school year. You will learn about: 📖Campus Audits 📖Materials Removal and Returns 📖Orders / Requisitions Join us in ensuring every student has the tools they need to succeed! #Education #Equity #TextbookCustodian

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Five Substantive Suggestions to Improve the NCEA The National Catholic Education Association could improve its services to Catholic schools in five substantive ways: 1) First, provide benchmarking data for schools by listing out the average salaries for teachers, principals, assistant principals, athletic directors, etc. by region of the country. Most of us are “flying blind” without this data. The NAIS, by comparison, provides this data publicly. We should make this data available for every NCEA member, free of charge. 2) Second, create regional associations. Arlington, VA, N.C.E.A. headquarters, is too remote for most of us to be relevant. But regional associations could provide opportunities for local leadership and encourage networking and collaboration. 3) Third, commit itself to assist schools or dioceses trying to set up ”planned gift” or “legacy” outreaches. We are all trying to raise money through single gifts or monthly donations, but the potential transformational gifts are through wills and estates. The future of our schools depends on finding new revenue to support lagging teacher salaries. This is the path. 4) Fourth, make a full-throated effort to establish and support “principal academies” and mentorship relationships with new and old principals. There simply aren’t enough Catholic school principals, and our schools are in desperate need of good leaders! Our training “method” too often amounts to throwing first year principals into the deep end and then hoping they learn to swim without drowning. 5) Fifth, create a repository of the best rhetoric to discuss the purpose and mission of Catholic schools, and make this available to any Catholic school that needs it. We simply miss the mark here! Too much of our language is functional, not aspirational—and as a result, we don’t “make the case” for Catholic schools as powerfully as we should. Language matters. We don’t prioritize it! The N.C.E.A. could help us do that.

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Your assessments should reveal actionable insights into your instructional practices. Do they? Audit the coherence of your assessments with our strategy services! Your dedicated district coach helps you recreate your assessment strategy to align instructional materials, instruction, and assessments.

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1EdTech Consortium standards are greater than solely #interoperability. They are about #digital equity, ensuring that all students and teachers have secure and seamless access to the resources and data that they need to support a variety of #learning opportunities and achievements.

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Remediation vs. Intervention in K-12 Schools In education, we often hear the terms remediation and intervention, but how do they truly differ when it comes to supporting student learning? 💬 Remediation usually focuses on reteaching material that students may have missed, aiming to fill specific gaps in knowledge or skills. 💡 Intervention, on the other hand, is often defined as proactive and targeted, aiming to support students before they fall behind or need extra help. In my experience working with schools, students must fail some sort of assessment before they receive either. If they fail first is there anything different between interventions and remediation? 📢 What’s your take? How do you define remediation vs. intervention in your school or district? Share your insights and experiences! #Education #K12 #StudentSupport #Learning #Remediation #Intervention

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Looking to increase student retention? This article provides some great insights for higher education leaders & professionals.

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This Blog revisits the many social-emotional concerns this past school year documented by the National Center for Education Statistics. While many have existed for years, the striking outcome is their elevation. To analyze these concerns on a local level, many districts use a social-emotional screening process. Critically, the Blog discusses the limitations of these screening instruments, emphasizing that they make errors, and that the results must be validated through individual student diagnostic assessments. The Blog also focuses on screeners that assess students’ Adverse Childhood Experiences (ACEs). We detailed the ACEs assessment history, psychometric properties, and research, noting serious limitations with their validity and ability to causally explain students’ social-emotional difficulties. ACEs screeners simply are not good assessments to ecologically measure traumatic life events' root causes. We review a recently published study, analyzing preschool students, that found the ACEs correlated with social-emotional but not academic performance. We identify the many reasons (beyond traumatic events) that explain students’ social-emotional challenges, and discuss the Tier 2 and 3 interventions available. What do you think? https://conta.cc/47z6qh4

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