From Skeptic to Advocate
"I must admit that after initially being skeptical about the new teaching strategies, I am now a firm advocate of the system! After collaborating with another teacher and our principal, we implemented the lesson essential question, bell ringer, unit essential question, and other strategies. (Doing so) keeps the students involved, and they are well aware of what is expected of them every day. Additionally, classroom management takes MUCH less effort because the students don't have any time to waste frivolously. But even more important is the fact that they are learning SO much more. I expect to see significant increases in our test scores.”
Dwight Ladd | Teacher
williamson school | mobile, alabama
Coaching Best Practices
"As a teacher coach, I am a real teacher, teaching students in the best ways that research gives us as a demonstration for the classroom teachers. As a result, I see teachers beginning to make their lessons by using the objectives defined by their states. I see teachers becoming conscious of the need to involve students in small-group activities that engage them in important practice toward learning. I see stronger awareness that low reading has to be addressed if students are to experience the success that they deserve. Under this raised consciousness is the knowledge that students become stronger readers through a guided practice that includes much time spent in reading text that is on the reading level of the struggling readers. I see teachers engaged in the analysis of data to figure out how to make sure their students get the chance to succeed. All test items are correlated to state objectives so teachers can know what is and isn't working in their classrooms."
Lois Bull | School Improvement Specialist
jbhm education group
Incorporating Instructional Rigor
"Most of the growth I am seeing this year is a direct result of rigor training. When teachers know how to analyze the assessment items and objectives for what the student needs to know, effective scaffolding and planning occur. Student growth depends upon the teacherʼs understanding of rigor and the scaffolding process. This is why I am so proud to be part of the JBHM team. Our mission drives us to not only be coaches to our teachers, which requires tremendous knowledge of best practice and research, but also partners, which requires effective communication and personal relationships that build a reciprocal learning environment."
Kimberly Reedy | English Language Arts Specialist
jbhm education group