Over the past 20 years I have read every article and book that Dr. Richard DuFour has written. He is a gifted writer and speaker. In each of his publications Rick has added to the body of knowledge in our profession and clarified the principles and practices that impact student learning. Not only has he served as a knowledge leader but he is also a lead practitioner. He has demonstrated that he knows what to do and can actually implement the practices that result in high levels of learning for all students. He has achieved remarkable results as a teacher, principal, and superintendent. His work has spanned the globe and given more hope to more students and educators than anything before or after him. I am proud and honored to call him a mentor, friend, and fellow educator. Recently I had the privilege of reading an advance copy of his latest book, In Praise of American Educators: And How They Can Become Even Better. It struck me as the most direct and moving book I have ever read. As I read each page, I kept thinking this is “spot on”!
Sharon V. Kramer
Sharon V. Kramer, PhD, an author and a consultant, is a former assistant superintendent for curriculum and instruction. She has taught in elementary and middle schools and was a principal, director of elementary education, and professor.
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Finding Time for InterventionsCategories: PLC
How do I find the time to do interventions? When will I do this and also keep up with the pacing of the curriculum?
One thing all teachers can agree on is that time is a limited commodity, especially given the depth and breadth of the standards they teach. In fact, many educators say there is too much to teach, making it nearly impossible to find the time needed to intervene and extend the learning for students. This problem is compounded when teachers are expected to follow rigid pacing guides with prescribed activities and detailed lesson plans. Unfortunately, these documents rarely allow for the possibility that students may need preteaching of prerequisite skills before they can move on to the learning target in the pacing guide for that day. Teachers need to teach the students that they have in their class, not the ones that the pacing guide was written to address.