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

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

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

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism

  • JP brings together several critical factors in the development of an effective school.
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Introducing JP’s Re-Start Academy (RESA)

retention

The nation’s current teacher shortage is having an intense impact on the school system. In 2013–14, 62% of school districts had unfilled teaching positions three months into the school year. 

In the same school year, close to 1,000 teachers were on substitute credentials—a 29% increase from the previous year. With one of the highest turnover rates of any state and 24% of the workforce eligible to retire by June 2018, the future outlook points to continued shortages.

(A Coming Crisis Teacher Report)

Among all beginning teachers in 2007–08, 10 percent did not teach in 2008–09, 12 percent did not teach in 2009–10, 15 percent did not teach in 2010–11, and 17 percent did not teach in 2011–12.  Voices from the field tell us the trend has continued!

Public School Teacher Attrition and Mobility in the First Five Years

Interested in preventing teacher burnout?

Faced with filling teacher vacancies every year?

Want strategies that address teacher retention?

JP can help you address these and other needs.

With over a quarter of a century of experience in designing and implementing professional development to thousands of schools JP can assist you in creating a plan that will work for you.

RESA Academies focus on preventing high teacher attrition identifying it as the one factor within a school’s sphere of influence.

Strategy: RESA (Re-Start Academies)

RESA Academies provide a two-pronged approach to the challenge of teacher retention. The first prong targets new teachers (1-5 years in the field) providing training that can be implemented at intervals during the school year.  Information and strategies are based on current data collection identifying reasons teacher are leaving the field. Training is supported by ongoing coaching on a regular basis by trained School Improvement Specialists. 

The second prong focuses on school leadership and their role in creating a culture that supports teachers and develops a teacher-leadership pipeline.  Strategies presented include both a focus on classroom support and establishing school-wide processes and policies.

An integral element of both prongs is the identification of local teachers/administrators who can be trained as coaches so the project can sustain itself. 

Objectives:

  • To improve teacher retention
  • To establish effective and evidenced based mentoring
  • To create positive school environment via collaborative efforts among districts and schools and schools and staff and community
  • To provide training for principals/leaders enabling them to create and support an environment/culture that affects teachers’ decisions to remain or leave the field. 

5 ways teachers can improve student learning based on current brain research

plastic brain

How students can better overcome language and reading problems thanks to the plastic brain and teacher know-how.

 

The brain is an experience-dependent organ. From our very earliest days, the brain begins to map itself to our world as we experience it through our senses. The mapping is vague and fuzzy at first, like a blurred photograph or an un-tuned piano. However, the more we interact with the world, the more well-defined our brain maps become until they are fine-tuned and differentiated. But each person’s map will vary, with some sensory experiences more distinct than others depending on the unique experiences and the clarity and frequency of the sensations he or she has experienced.

Educators can positively influence students’ learning by understanding how the brain is shaped by their early experiences—and how it can be rewired and reorganized to work more quickly and efficiently.

The Plastic Brain and the Critical Period

Brain plasticity, or neuroplasticity, refers to the brain’s ability to change with experience. In infancy and early childhood, a brain is so “plastic” that its structure is easily changed by simple exposure to new things in the environment. This time is sometimes called “the critical period,” or “the sensitive period.” [NOTE: the term ‘critical period’ although popular a couple of decades ago it is rarely used anymore because we understand plasticity better and realize new skills can be acquired long after the early developmental period, hence it is not really “critical”.]

Consider, for example, how babies easily learn the sounds of language and words by listening to their parents speak. Inside the brain, what this learning looks like is the brain actually reorganizing itself to change its own structure and create new sound maps that reflect the sounds of their native language. These sound maps are then interconnected with other maps and nodes to form interconnected networks so sound can be linked to meaning.

Networks can be expansive. For example, the sound map needed to recognize the word “pen” might first be connected to the meaning connoting a writing instrument, but over time, “pen” might be part of a network for comprehending “pen” as a verb meaning to write, then part of a word referring to legibility, “penmanship” and perhaps later to farm regions, like a pig pen.  Networks will also develop to allow words to be used in grammatical sentences then organized for reading.

 

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Elizabeth Englander on Targeting the Behaviors That Feed Bullying

Image result for Bullying

 

Notice Gateway Behaviors

At the start of our conversation, Englander cut right to the chase, telling educators that being vigilant about bullying in their schools is the wrong approach to bullying prevention. "The problem is that … the behaviors that an educator actually sees are not necessarily bullying," she said, explaining that a better way to come at the issue is to look for what behaviors children could use to bully one another: "Overwhelmingly, kids no longer use things like physical altercations; they're not beating one another up to get their lunch money. They use psychological ways of expressing contempt. They laugh at somebody, or make fun of them, or roll their eyes to show the person what an idiot they are, or ignore them while they're talking." Englander calls those behaviors and words that express contempt "gateway behaviors."

She warned, however, that gateway behaviors are not exclusive to bullying situations. Kids could exhibit them in a fight or when they are in a foul mood because they didn't get enough sleep. "That's what makes it tricky," Englander acknowledged. "If a student rolls their eyes and laughs with a friend because somebody else gets the answer wrong, I don't know if it's bullying or fighting or anything else."

Yet even without knowing why a student is exhibiting a gateway behavior, Englander noted that the good news for educators is that these contemptuous acts are socially inappropriate in any context: "It doesn't really matter why kids are doing them. As you go through life, you're not supposed to laugh at people, ignore them, or roll your eyes at them."

"Instead of looking for bullying, what we train people to do is to look for gateway behaviors and to respond to them as an inappropriate social behavior. At least some of the time, those behaviors are going to be used to bully. So if you don't ignore them and you clearly make them something that is not OK, you're going to reduce other social problems."

Respond Consistently

 

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Year-End Roundup, 2016-17 | All Our Lesson Plans, All in One Place

Happy June! At the end of every academic year, we (NY TIMES) collect all the lesson plans we’ve published and list them in a directory of sorts for teachers.

Below you will find our 2016-17 offerings, categorized by subject area, but you can find similar posts going all the way back to 2010 by clicking hereand visiting our old site.

As the number of lesson plans in the category “The Presidency and the 2016 Election” will show, a good deal of our work this year was devoted to responding to The New York Times’s breaking media coverage — and its associated analysis — about the candidates, the election, the inauguration and the Trump administration’s first 100 days, and beyond.

But we also found time to get to material far beyond the front page, from Thoreau, “The Outsiders” and the war in Vietnam to teaching with the Science Times’s Trilobites column and understanding the seven elements of art.

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Chronic Absenteeism: A key indicator of student success

Image result for Student Absenteeism

NATIONWIDE, APPROXIMATELY ONE IN SEVEN STUDENTS MISSED 15 OR MORE DAYS OF INSTRUCTION IN 2013-14.1

For students to succeed academically, they must be present and engaged at school. Nationwide, approximately 6.8 million— or one in seven—students miss 15 or more days during the school year.2 By most definitions, these students are considered ‘chronically absent.’ Research shows that chronic absenteeism can affect academic performance in later grades and is a key early warning sign that a student is more likely to drop out of high school.3 Several states enacted legislation to address this issue, and many states are currently discussing the utility of chronic absenteeism as an indicator of school quality or student success (SQSS) in their accountability systems under the Every Student Succeeds Act (ESSA). This policy brief provides information for policymakers and state education leaders on the research, key issues and policy options available to address chronic absenteeism and improve attendance.

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JP’s Services

  • Detailed Needs Assessment
  • Customized Professional Development
  • Grant-writing
  • Strategies for serving students with Autism
  • Creating a positive school/classroom culture
  • Leadership training and coaching
  • Common Core State Standards
  • Effective Instructional Practices
  • Differentiating Instruction
  • Effective Reading Instruction
  • Job-embedded, side-by-side, onsite coaching
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