• JP partners with schools and districts across the country to provide intensive professional development for scientifically-based programs.

  • JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.

  • JP Associates offers our sites grant writing assistance. Take advantage of our experience writing successful grant requests.

  • JP brings together several critical factors in the development of an effective school.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism
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Rural Charter present Administrators with New Challenges

The rise of rural charter schools throughout the country presents administrators with a new set opportunities and challenges, which may require a different approach than that of dealing with city schools.

Charter schools, though increasingly touted (and criticized) by educators, administrators and lawmakers, remains in some sense predominantly an urban mainstay. 56.5% of charters are located in a city, while only 10% of charter schools are located in urban areas, according to the National Center for Education Statistics data.

But the number of rural charters is on the rise; more than 200,000 students attend charter schools in rural areas, with California having the highest number at 114 schools. More than 200 rural charters have been opened since 2010, according to the National Alliance for Public Charter Schools.

Todd Ziebarth, the senior vice president of state advocacy and support at the National Alliance for Public Charter Schools, said that while it would be a misconception that charter schools only teach students in urban areas, some charter founders in urban communities have benefited from improving charter laws in numerous states, as well as more access to federal charter school grants and increased familiarity within communities.

 “It’s not for the lighthearted and it’s a significant undertaking,” he said. “And perhaps people have gotten more comfortable with them and are willing to take the risk.”

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SUMMER LEARNING LOSS STATISTICS (AND TIPS TO PROMOTE LEARNING ALL SUMMER LONG)

Summer Learning Loss Statistics

 

Between the end of one school year and the start of the next every student risks summer learning loss. With the final bell right around the corner, this is a weighty topic on every parent and educator’s mind.

We’ve taken a look at just how much knowledge students typically lose, and how you can prevent it with some quick tips for summer learning!

Whether your child loves to read, play outside, or get techy, there are many fun but effective ways to promote learning over the break. Since the summer will be here before you know it, it’s a great idea to start planning now what activities you’ll use to avoid summer learning loss. Our quick tips can help!

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How to Communicate Clearly During Organizational Change

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A former colleague liked to remind leaders of their impact by telling them, “There are children you’ve never met who know your name.” The point was simple: Their followers were also moms or dads who were going home and talking about their day in front of their children. And you, their leader, had a starring role in that story. As leaders, we are far more visible than we realize, and we are sending signals to followers all the time — even when we don’t realize it.

And while sending the right signals to our followers is important at any time, it is especially important during times of strategic change, when followers are trying to make sense of a new “ask” from the organization, in the context of all the existing asks they are grappling with.

Why, then, is it so hard for leaders to send clear, effective signals to followers?

In my experience of working with leaders, and in my research asking followers what they need during times of strategic change, there are three main ways in which leaders too often send confusing signals to their organizations. Get them right, and you can signal clearly and effectively; fail to pay attention to how and what you are signaling in these three modes, and you will have confusion at best — and at worst, the opposite of the strategic changes you’ve asked for.

Signal No. 1: Telling your organization what you want

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What Elements Make Teacher Professional Development High Quality?

JP's customized professional development meets all six criteria of the Every Student Succeeds Act! Contact us to learn how we can meet your professional development needs. or 516-561-7803.

 

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A report last fall found that the majority of professional development—80 percent—doesn't align with the new federal definition of high-quality training. So, what is working?

The fourth and final installment of a report series by the Frontline Research & Learning Institute, released last week, highlighted district best practices on high-quality PD. The institute is a division of Frontline Education, which is a K-12 software company. For this report series, researchers examined a nationally representative sample of 203 school districts, which included data from over 107,000 teachers who participated in almost 377,000 activities over a five-year span (between 2011 and 2016).

The federal K-12 law, the Every Student Succeeds Act, defines high-quality PD as meeting six criteria: sustained, intensive, collaborative, job-embedded, data-driven, and classroom focused. Sarah Silverman, the vice president of Whiteboard Advisors, an education policy research firm, and one of the authors of the report, said in an interview that there wasn't a clear framework of what these criteria mean, so the report defined key metrics for each category: 

  • Sustained: taking place over an extended period that's longer than one day. Only 13 percent of PD activities that teachers enrolled in consisted of more than three meetings.
  • Intensive: focusing on a discrete concept, practice, or program. The average length of PD activities was 4.5 hours.
  • Job-embedded: taking place in real time in the classroom. Sixty-three percent of PD activities studied were offered within the school system.
  • Collaborative: involving multiple educators working on the same concept or practice to gain a shared understanding. Just 9 percent of enrolled activities were collaborative.
  • Data-driven: based on and responsive to real-time information about the needs of teachers and their students. Only 8 percent of activities that were offered aligned to this format. 
  • Classroom-focused: relevant to the instructional process. Eighty-five percent of PD activities aligned with this standard.

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  • Detailed Needs Assessment
  • Customized Professional Development
  • Grant-writing
  • Strategies for serving students with Autism
  • Creating a positive school/classroom culture
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  • Differentiating Instruction
  • Effective Reading Instruction
  • Job-embedded, side-by-side, onsite coaching
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