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Wrong Jeannette LaFors?

Jeannette LaFors

Principal

Kelefors Consulting

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I agree to the Terms of Service and Privacy Policy. I understand that I will receive a subscription to ZoomInfo Community Edition at no charge in exchange for downloading and installing the ZoomInfo Contact Contributor utility which, among other features, involves sharing my business contacts as well as headers and signature blocks from emails that I receive.

Kelefors Consulting

Background Information

Employment History

Vice President of Instruction

Envision Schools


Conference Specialist

California School Boards Association


Chief Executive Officer

SCHOOLZILLA INC


Senior Director of Professional Services

Teachscape Inc


Science Instructor

Young Scholars


Director of Equity Initiatives

The Education Trust Inc


Affiliations

Zimbabwe Educational Exchange Program

Founder


HIV/AIDS

Advisor In the Prevention Peer Education Program


Education

B.A.

American Studies

Stanford University


M.A.

Education

Stanford University


Ph.D.

Stanford University


Ph.D.

Education Administration & Policy Analysis

Stanford


Web References(33 Total References)


west.edtrust.org

Jeannette LaFors
Director of Equity Initiatives Jeannette has nearly twenty years of experience in the education sector. She obtained a B.A. from Stanford University in American Studies and went on to get her M.A. in Education, also from Stanford. She taugh... For information about our practice work with schools and districts contact Jeannette LaFors x320.


www.edtrust.org [cached]

For information about our practice work with schools and districts, contact Jeannette LaFors at ext. 320.
Jeannette LaFors Director of Equity Initiatives, The Education Trust-West Email or Call: (510) 465-6444 x320 Jeannette has nearly twenty years of experience in the education sector. She obtained a B.A. from Stanford University in American Studies and went on to get her M.A. in Education, also from Stanford. She taught high school for six years in Belmont, CA and held multiple leadership positions during this time. She then returned to Stanford to get her Ph.D. in Education Administration & Policy Analysis. While at Stanford she conducted extensive research in teaching quality policies and instructional leadership. Over the course of her career she served as a program coordinator for Advancement Via Individual Determination (AVID), mentored student teachers, reviewed national history standards, led various school and district professional development efforts, and advised numerous student groups. In 2004 she became Vice-President of Instruction for Envision Schools where she oversaw curriculum and instruction, knowledge management, school accountability, teacher and leader professional development, and program evaluation and research. Her most recent position was Senior Director of Professional Services at Teachscape, Inc. a privately held instructional improvement company.


www.envisionschools.org [cached]

Jeannette LaFors, Ph.D. biography
Vice President of Instruction jeannette@envisionschools.org


edsource.org [cached]

"It's a heavy lift, but a necessary one, and not too much to ask," said Jeannette LaFors, director of Equity Initiatives at Education Trust-West.
An especially useful change with the new standards, say LaFors and others, is that they emphasize perseverance. "There's a focus on productive struggle that we didn't see in previous standards," LaFors said. "Too often when kids struggle, they just give up and say 'I'm stupid.' But you actually see the word 'persevere' written into these standards. We're encouraging students to use their mistakes as a critical part of their learning." LaFors, a former administrator at Envision Schools, a network of small, academically rigorous urban charter schools, said low-achievers often fall into one of two categories: capable but unmotivated kids who have "skills without will" and others who have more will to learn but who lag behind in developing their skills. Ideally, the new standards will help both of these groups, she said; they're intended to engage the bored kids by giving them more active roles in the classroom, while providing less-skilled students more opportunities to catch up. "The Common Core allows teachers to spend more time with students on fewer concepts, helping them grapple with and understand those concepts from various vantage points," LaFors said. "With the previous standards, if you didn't get something on the first fly-by, the class moved on and left you behind. But with the Common Core, you're going deeper, which should give the previous low-achievers a better shot as concepts are introduced and re-introduced." Even as the Common Core offers hope of greater education equity, LaFors and others who are closely watching the transition to the new standards say that promise will only be fulfilled if school districts provide considerable additional support to English learners, in particular, to ensure that they benefit from the new approach.


cacommoncoreconcerns.webs.com [cached]

Jeannette La Fors: Director of Equity Initiatives, The Education Trust--West, Oakland, CA


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