FEA In-District Programs

Turning Around Your School - The FEA Model

The FEA Turning Around Your School Model, which can also be funded via ARRA, Title I, and Title II School improvement grants and IDEA funds, assists school leaders in transforming their schools. It includes successful strategies and programs that produce both school and district reform for improved student achievement.

The model we follow begins with the development of a custom vision and mission created specifically for your school, moves through data analysis, the implementation of research-based instructional practices and leadership improvement methods, enlists the support of the board and stakeholders, and institutes a sustainability plan.

The model is shown below.

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Blueprints For Student Success: Blueprints is an intensive, teacher-friendly approach to instruction based on the research and practice of Reuven Feuerstein, Ruby Payne, Robert Dilts, and Betty Garner. Participants will study in-depth strategies for stabilizing student behavior, and learn how to accelerate and improve the learning process. Blueprint educators create and maintain classrooms where all students learn the cognitive frameworks to experience success, both behaviorally and academically. This work is essential to student learning and highly recommended for schools under review, schools with struggling students, and schools experiencing changing populations. This program is customized and provides extended learning through workshops, comprehensive training sessions, coaching sessions, and leadership training for teachers and principals.; Learn More

Curriculum Mapping

Curriculum Mapping is a tool for gathering data on what teachers are actually working on with their students throughout the school year. The data includes: essential questions and important concepts; skills based on the Core Curriculum Content Standards; and assessments. This workshop focuses on how mapping helps teachers know whether they are meeting state standards through alignment. Mapping also allows for continuity and progress over time. The workshop describes a seven-step process for creating and working with curriculum maps, data collection, and ongoing curriculum reviews. Processes and forms are described and provided.

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ENVISION: Parent University©: Effective schools seek to build the capacity of both educational professionals and parents. They recognize the research that states that parents will become involved when they are offered opportunities to learn about child development, discipline and parenting.; Learn More

Improving School Climate And Morale: Improving School Climate and Morale deals with the critical elements necessary for a positive school environment. A positive school climate and high morale among staff and students leads to more productive teachers and support staff, plus higher achievement levels for students.; Learn More

Legal One: Legal One is a comprehensive, standards-based program that provides New Jersey school leaders with the essential knowledge and skills required in the areas of school law, ethics and governance required by state mandate. This course, both on-line and in-person, was developed in partnership with the Foundation for Educational Administration, the Institute on Education Law and Policy at Rutgers University, Newark, and Monmouth-Ocean Educational Services Commission. Graduate credit from Rutgers University is available upon completion.; Learn More

Observation And Evaluation: The Assessment Of Teaching Competence

The Assessment of Teaching Competence provides strategies and systems that promote and assess teacher effectiveness. In many districts, observation and evaluation is often a “formality” in order to meet state requirements. This minimal attitude toward the evaluation process often sends a negative message to staff. The Assessment of Teaching Competence sends a clear message that the formal assessment of teachers is the fundamental force behind high student achievement and student learning.

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Reponse To Intervention: Passion For Compassion Model

Response to Intervention (RTI) is a new and different approach to learning which focuses on the continuous assessment of students. This program focuses on simple instructional responses to increase the teachers’ repository of successful interventions, many of which are appropriate for Tier I and Tier II levels in the RTI process.

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School Discipline: Changing Student Behavior

School Discipline: Changing Student Behavior is a widely-used program dealing with disruptive students in the classroom. It focuses on positive and sensible interventions for correcting student behavior, and provides a multitude of processes and procedures that can be used for individual cases and school wide. Much of the research base for this program derives from the fields of education, cognitive psychology, and neuro-lingistic programming.

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SMARTmove

The SMARTmove program is grounded in the belief that substantive expertise and effective strategies exist within the school, but much of this knowledge has not been systematically managed and shared. Through skillfully executed workshops and follow-up coaching sessions, SMARTmove facilitators build the capacity of teachers and principals to utilize the potential of professional learning communities and formative assessment strategies to transform a school and improve student learning. Designed to enhance teacher practice, SMARTmove builds the capacity of teachers and principals to utilize the power of formative assessment strategies and professional learning communities to improve student achievement. The program builds on the work of Paul Black, Dylan Wiliam, Jan and Stephen Chappuis, Doug Reeves, and other assessment experts.

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Teacher Leadership/Distributed Leadership (The FEA Leadership Model)

Teacher Leadership/Distributed Leadership is a research-based, practice-based, and evaluated program. It was developed based on three years of work with four pilot schools in New Jersey under the auspices of the NJ Department of Education and the Wallace Foundation. The program is aimed at creating organizational conditions in schools that improve learning and the performance of all students. It also promotes continuous long term improvement and sustainability of programs for schools in general.

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