Sentences with phrase «grade level leader»

She served on numerous curriculum and school improvement committees, as well as grade level leader, and was honored with the school's Excellence in Teaching Award for two consecutive years.

Not exact matches

In addition to almost two decades in the classroom, she has served as department chair, both academic and also grade level Dean, a parent and faculty educator, and a leader of curriculum reform.

«Leaders at every level, from grade school teachers and principals, to heads of national and international organizations and governments, must convey respect, support and enthusiasm for all who venture into STEM.»

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

In June 2011, Aikens arrived at the Ed School with her assistant principal, team leaders from four grade levels, and an instructional coach.

The role of leader at the elementary school and middle school levels could be assigned to a teacher at each grade level for reading, writing, social studies, and so on.

Stokes» leadership team, comprising all grade - level team leaders, meets monthly to give input in a variety of areas, and they frequently volunteer to see things through to the finish.

Within the United States, Massachusetts is again the leader, with 43 percent of 8th - grade students performing at the NAEP proficient level in reading.

The LDOE created a network of teacher leaders who were handpicked for demonstrated teaching and leadership ability, drawn from every region of the state and different grade levels.

Our informal discussions with school leaders suggest that staff are most often assigned to workspaces out of convenience, with coaches assigned to empty offices and teachers clustered roughly with those who teach similar grade levels.

Each grade - level team has a team leader.

That team might include the principal, the team leader / grade - level chairman, and other teacher leaders from the school.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

Yet on close reading, de Blasio's nine - page education plan offers mostly bromides and impossible dreams: «ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve and engage parents and families,» and «place great leaders to lead great teachers in every school.»

If a school leader balances the teaching talent on each team so that there are no discernable differences between teams at different grade levels, then parents don't worry so much about «poor» teachers, because they know that there will be strong and less - strong teachers on every team that their child could be on.

Urban Prep, Englewood Campus is part of a network of three schools, Urban Prep Academies, and Pride leaders from all campuses meet by grade level to develop their curriculum.

At the secondary level, there are 3 LC leaders, one each for 6 - 7th, 8 - 9th, and 10 - 12th grades.

Urban Prep, Englewood Campus has four Pride leaders, similar to counselors, one for each grade level — and they all have a background in social work.

And in light of the students» excellent rates for attendance and graduation and their rising test scores, school leaders believe that service learning engages students and enhances academic success at every grade level.

In 2014, Jessica served as the fifth - grade level chair and participated in the KIPP Teacher Leader program.

This three - day workshop is designed to equip instructional leaders to lead their own Bridges Getting Started Workshops in - district for new hires or new - to - grade - level teachers.

Senior leaders assign teachers to grade levels, give them textbooks and curricula, buy and set up their technology, lay out their schedules, create disciplinary policies they need to follow, and choose programs for how they will work with students learning English, and students with disabilities, and students with reading difficulties, and students who are homeless.

An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed «partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.»

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

Full - time release teacher leaders could do classroom coaching; part - time release teacher leaders could do demonstration lessons and observations of colleagues; teacher leaders with no release time could lead grade level or department groups in lesson planning.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

In a meeting with the mayor, school leaders said a significant number of students came from struggling Indianapolis Public Schools and needed more time to reach grade level expectations.

As leaders of instructional teams of teachers and / or administrators, such as curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instruction.

In a few districts, district and school leaders reported that analysis of trend data by district and / or state assessment specialists had led to the identification of early indicators of students academically at risk, based on test scores or other factors (e.g., family circumstances), in lower grade levels.

We've seen a variety of candidate profiles succeed in this role — former teachers and grade - level chairs, operations leaders from Charter Management Organizations, people who completed Teach For America and then explored a different career path for a couple years, and individuals with only private sector experience.

The theme of hands - on activities contributing to the development of teacher leader knowledge was found in studies in mathematics and science and all grade levels, indicating that this was considered an appropriate strategy for a teacher leader preparation programs regardless of the subject area or grade focus.

Teacher leaders with deep content knowledge are able to speak confidently and articulately to content - related issues such as how concepts are developed across grade levels and how students learn the content.

It is important to have at least one teacher leader in a grade level to maintain balance, listen to concerns, and guide the change process.

Teacher leaders need deep knowledge of mathematics and science content to work effectively with leadership teams, whether it is a grade - level team, a school leadership team, a committee, or a task force.

Insight in action In an urban district, teacher leaders facilitated grade - level team meetings in elementary schools.

Holding family group meetings by grade level, subject area and area of interest where teachers and school leaders can share information effectively, allow families to meet one another and ask questions, and grow a shared understanding of the school's goals for student learning.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

In a comparison of highly successful middle schools (as measured by student achievement scores) to a national sample, Petzko (2004) found that the highly successful schools were more likely to have grade - level or content - area teams that were led by designated teacher leaders.

We distributed school leadership between specialists and grade - level team leaders; and we discussed increasing students» achievement in a collaborative team setting where teachers internally focused on what actions they could take to make improvements.

Findings from this set of studies indicate that teacher leaders provide support to classroom teachers through designing and / or facilitating professional development and that this practice occurs across grade levels K - 12 and subject areas.

Madsen et al. (1991) and Madsen and Lanier (1992) found that, through their involvement in a preparation program, teacher leaders moved into the role of facilitating grade - level teams of middle grades teachers of mathematics and science.

In the September faculty meeting, leaders facilitated grade - level team learning sessions in which teachers practiced reading and interpreting the literacy assessments their students would take.

Teachers of all grade levels use these standards to ensure that their scholars are progressing towards success in high school, college, and in serving as community leaders.

KIPP School Leadership Programs: Teacher Leader http://www.kipp.org/approach/highly-effective-teachers-and-leaders/kipp-leadership/ Designed exclusively for KIPP teachers in roles such as grade - level chair, department / content chair, or Saturday school coordinator, the KIPP Teacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their colleagues.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

Other studies also reported teacher leader involvement in grade - level (Burch & Spillane, 2003) and building - level (Doyle, 2000; Petzko, 2002) teams, among other teacher leader responsibilities.

The Department for Education currently «grade» academy sponsors but have refused to release information about the grade levels, or how they are decided, even to leaders of academy trusts.

Insight in Action As part of district professional development, teacher leaders co-designed and presented grade - level sessions on individual Investigations units that teachers would soon be teaching.

Read to Achieve: The Read to Achieve law, enacted in 2012 as part of Senate leader Phil Berger's Excellent Public Schools Act, was designed to ensure that all students are reading at or above grade level by the end of the third grade.

First, it has been clear that teachers and district leaders need support in looking at the grade - level strands of the Common Core State Standards.