Humanities

Humanities

4 Corners 2 public and 1 indpependant school Boosting teacher quality
 * __School Number 1-Toronto High school__

- Out of control… new leader. Early 2008 – restored order - Whole school suspension and individual - Handle tough - Clear expectations - Create the right conditions so that learning can continue - Daily school attendance increase to 90% - Having a chat with the kids regarding behavior situation - Rebuilding a rapport with the student and the community - - Principals should have the resources to make a difference - Teacher and environment help student to do well Teacher quality improving as result - Increased pride in school - power to the principal/leader - Teacher Develpment Position introduced IN SUMMARY TEACHER STUDENT RELATIONSHIP VITAL

School Number 2 - Knox Grammar - Rich in tradition and history - Never changing but ever changing - Complacency – how to lift performance in affluent students - 2004 – all department heads have been replaced - Leaders Set Direction and picks his team - encouraged critical thinking E.G. -Problem Solving - Independent hence ability to chart their own course - Focus on teacher performance and the kids - Professional Development Unit – offers feedback to teachers - Targeted questioning - Student feedback encouraged - Openness and peer review- improve teacher quality - Teacher mentors to the students – bringing out the information from within School Number 3 - Hume Central School - Students lacked engagement and did not have goals for the future -Super Principal appointed after 3 schools shut down to form one. - Non English speaking background (85%) - Team teaching, mentoring and staff are assessed on a weekly basis - Need to observe about what is happening in the classroom - Principal able to hire and fire teachers

Quality teaching Valuing education Student teacher relationship Active leadership – and head teachers – immediate consequences Principles having more power Immediate feedback from students on a regular basis rather than just on a weekly basis Team teaching – Good idea but need to coached on how to do this affectively at NDC Team teaching, mentoring and staff are assessed on a weekly basis. Vital for this to be effective at NDC or even to work. Feedback - How to improve not what has been done well. Area's to be improved upon. Need to create a culture that encourages/promotes this type of educational setting. Improving across the board as school/community Teachers mentors – students need to be driven and staff need to be driven to act as mentors/coaches Re-enforcing for all students – challenging the students to do better Teachers care and support from colleagues
 * Comments from teachers**