Sentences with phrase «ctl teacher»

Those exact words, spoken by CTL teacher Ted Demille, still reverberate within my psyche weeks after my visit; I don't think the echoes will ever desist.

When I left CTL I felt stocked with new information, ideas, and systems that I could immediately implement with the support of CTL teachers post-internship.

Not exact matches

This is what I heard at CTL: teacher and students co-creating knowledge through book discussions, writing conferences, and project - based learning pushing towards dual humanization — empowerment and personal betterment for all participants.

However, what really solidifies the CTL is the fact that all students and teachers believe.

Students at CTL learn to trust authors and realize that they have just as much to offer as a teacher.

Nancie Atwell, teacher and author, founded CTL twenty years ago.

According to the Center for Technology and Learning (CTL), which manages the site, «Since the virtual doors of Tapped In opened in 1997, it has become the online home to a community of over 20,000 K - 12 teachers, librarians, teacher education faculty, professional development staff, researchers, and other education professionals.»

Internships are limited to classroom teachers because their firsthand experiences with children and investment in helping their own students will be most valuable in translating aspects of CTL's program to other settings.

Stay tuned for updates on CTL's work in teacher leadership in the coming school year.

CTL was a primary collaborator with the Kentucky Department of Education and others on the recent development of the Kentucky Teacher Leadership Framework.

CTL is gathering information about teacher leadership — what it means and what it looks like — from professionals across the country involved in its development and implementation.

The longstanding mission of CTL, the Louisville, Kentucky - based nonprofit, matches a renewed emphasis in education on lifting the teaching profession through transformation of the roles and responsibilities of teachers themselves.

CTL is gathering information about teacher leadership — what it means and what it looks like Read More →

CTL is also a demonstration school, training teachers from across the United States through a combination of internships, seminars, published writing by the faculty, and professional DVD's.

She's describing the work CTL is doing in partnership with the Kentucky Department of Education (KDE), convening higher education faculty from around the state to share information about teacher leadership initiatives.

This document represents the work of a team of educators representing various grant projects and organizations, including: KyNT3 — Network to Transform Teaching administered through the Educational Professional Standards Board, Instructional Transformation Grant administered through the Kentucky Department of Education, CTL — the Collaborative for Teaching and Learning, The Fund for Transforming Education in Kentucky, the Kentucky Education Association, Hope Street Group, and the Bluegrass Center for Teacher Quality.

In addition to the research cited above that provides a clear rationale for what Barnett Berry terms «teacher - powered» schools, CTL sought local examples of teacher - directed leadership, professional learning and collaboration that are having a positive effect not only on teachers themselves, but on student achievement and school culture.

The work is part of the Bill and Melinda Gates Foundation - funded Instructional Transformation Grant being implemented by KDE, with CTL, The Fund KY, the Kentucky Education Association, Hope Street Fellows and the Bluegrass Center for Teacher Quality as partners.

In collaboration with the Kentucky Network to Transform Teaching (KyNT3), CTL has developed a «road map» to accomplished teaching for teachers and schools.

To forge an enhanced teaching culture that advances both the professional standing and careers of teachers, and learning for all students, CTL urges all districts and schools to explore ways to implement these shifts in attitudes and approaches, both informal and more comprehensive.

CTL convenes higher education institutions to align teacher leadership initiatives with one another and with Kentucky's Professional Growth and Effectiveness System (PGES).

At CTL, Rita works with with the Teacher Leadership Cohort in the Instructional Transformation Grant, and with mathematics teachers in the Berea College Promise Neighborhood and GEAR UP Kentucky projects.

Once an aspiring mathematics teacher and musician, Angela combines business expertise with a continuing interest in education in her work with CTL's finances, operations, human resources and information technology.

While teaching, she served as a mentor for aspiring urban teachers and led professional development on effective instruction and classroom management as a Content Team Leader (CTL).

She has a B.S. in elementary education from the University of Maine at Farmington and has worked with students of all ages for almost thirty years: as a volunteer at Pine Hill Preschool in Jefferson, a teacher of third and fourth grades at Chelsea and Waldoboro elementary schools, a science teacher of fifth and sixth grade students at Kieve Science Camp for Girls, a seventh and eighth grade math and science teacher at CTL, and, for three years, a helping and kindergarten teacher at CTL.

Caroline Bond is CTL's kindergarten teacher.

Anne Atwell Merkel, CTL's teacher of grades 7 - 8 writing, reading, and history since 2013, graduated from Amherst College with a double major in American Studies and English.

She is CTL's former grades 7 - 8 teacher of writing, reading, and history and its current writing support teacher.

In thinking through what verbalization of thought processes would sound and look like, I am reminded of a structure CTL uses in working with teachers.

Glenn Powers is CTL's teacher of grades 5 - 6; he is also our middle - school science specialist, teaching science to grades 5 - 8.

Jill Cotta, CTL's teacher of grades 3 and 4 since 2002, is a 1997 graduate of Middlebury College.

Because CTL is a non-profit demonstration school, a place where other teachers come to learn about innovative methods, we work hard to attract a student body that represents a diverse range of socioeconomic backgrounds and ability levels, and we fundraise twelve months a year so we can set a tuition rate that's as low as possible.

Over the course of her distinguished career at CTL, Dr. Hargan has done extensive state and national consulting work in systemic reform, and has served on national and local organizations including the President's Task Force on USAID to Education in Underdeveloped Countries, the National Forum to Accelerate Middle Grades Reform, the Early Childhood Task Force of the National Arts Education Partnership and the Prichard Committee Task Force on Teacher Quality.