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Sep 16, 2016 · For us, in education, we can extrapolate that to mean faithfulness to, loyalty for and support of your core curriculum. It means exercising your judgement by making professional decisions as you teach the core curriculum. Simply put, educators can adjust the definition: Fidelity (n): teaching the core curriculum while making professional decisions.
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Jan 5, 2020 · This means that fidelity encourages shared leadership among educators without the primary threat of punitive action—in other words, it is a way to achieve group accountability and mutual trust ...
Nov 21, 2017 · Republish. “With fidelity” are some of the most damaging words in education. Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one ...
- Tom Rademacher
Feb 6, 2018 · Posted on: February 6, 2018. Editor's Note: This is the first of a multi-part series on defining, measuring, and using fidelity to improve literacy instruction.. Educational researchers and practitioners concerned with implementing a specific curriculum, program, practice, or strategy (collectively termed interventions) frequently refer to fidelity, or how closely the implementation was ...
The story of the last decade of professional learning has been around the idea of “evidence for practice.” With ESSA’s definition of professional learning, it’s clear that programs have to be linked to research that shows impact on students. But choosing a research-backed framework is the easy part. Translating it into practice — also known as “implementing with fidelity” — is ...
Jan 22, 2011 · Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for ...
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This means that fidelity in coaching should continuously adhere to the effective practices of observation, modeling, delivery of performance feedback, and use of alliance-building strategies. Furthermore, coaching should occur with sufficient frequency and duration, ensure that teachers are engaged with the coaching session such that their needs are being met, and be of high quality.
