Preparation and Time...Keys to Academic Success
Academic assessment is an integral part of any student’s educational experience. Targeted academic preparation feeds directly into the achievement of students. For teachers, the thought of state assessments might trigger the feeling of heading into unknown territory, which may add to existing anxieties. With two keys to academic success, preparation and time, it is possible to overcome such anxiety and emerge from the assessment experience at a high level of performance.
Preparation Requirements alleviate stress and establish a foundation for success.
Administrators and teachers must know and understand the state’s academic standards to ensure that the curriculum reflects the standards. A campus needs to know the goals toward which they are working. Observation of teachers should occur regularly to validate teachers are addressing the standards. Instructional strategies are tailored to accommodate a constantly shifting population. Diagnosis of student needs, not only at the beginning and end of the year but regularly during the academic year, accurately reflects the progress made and the data informs future instruction. Assessment identifies small problems before they escalate and ensures students are actually learning what teachers are teaching.
Funds must be allocated for purchasing materials that match student needs or align to identified standards. Professional development that complements teacher and campus needs, horizontal and vertical leveled planning, established benchmarks for measuring progress, and effective classroom management are other requirements that must be in place when preparing a campus for success.
Tools for Preparation include people, instructional resources, and student materials or supplies. New teachers can be paired with others for support and encouragement.
Student needs must be measured frequently to maintain accuracy in the identification of students who need additional learning opportunities, students who have achieved mastery, and where confusion in instruction has occurred. Teachers must be provided appropriate instructional resources and receive continuous updates about upcoming state assessment. Tips, ideas, and strategies should be freely shared with teachers to assist students in reaching or sustaining high levels of performance. Lead teachers are identified for sharing content-specific strategies and providing opportunities for other teachers to observe and adapt best practices.
Mental Preparation motivates faculty and staff. In order to reach success, commitment and a plan to execute campus goals are necessary. Teachers must be familiar with the features of state assessments and confident in the knowledge that state standards prepare students for assessment success. Consistent communication maintains focus and frequent feedback inspires teachers; visibility shows that administrators care and are available, approachable, and supportive. Teachers must be provided essential resources for the implementation of standards and assigned personnel for instructional support. Informative newsletters should be utilized as opposed to meetings when possible, allowing teachers time to plan high-quality instruction, to work directly with students, to collaborate with colleagues, and to reflect personally and professionally.
Celebrations also play an integral part in campus achievement. Administrators must design a campus schedule that recognizes staff and student accomplishments. Incentives that show appreciation and recognize small and large accomplishments toward the overall academic goals are evident. Timely information must also be communicated to parents and to publicize events leading to student success. Communication should be positive, up-to-date, and reflective of the culture of the school.
Time is paramount to increasing student and teacher performance. Preserve instructional and learning experiences by preventing unnecessary interruptions to classrooms since this can be disruptive to the learning process. Be conscious of interruptions and make adjustments to limit them. Build in blocks of time in the master schedule for extended practice or tutorials for students and for networking of ideas among teachers. Arrange common planning time for teachers to meet and strategize, working to increase student performance and improve instructional strategies for targeted areas of need. Create time for sharing success stories, providing feedback and encouragement to both students and teachers. Planning ahead can alleviate or prevent loss of valuable instructional time.
Campus leaders must model student engagement at all times. When students are actively involved in purposeful experiences, interest in learning soars. Instruction aligned to state standards leads to favorable assessment results. Focusing on preparation and time as key elements that yield academic success produces a win-win situation for students, teachers, parents, and community. Preparation and time can reap the desired results…academic success.
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