Sentences with phrase «lead classroom instruction»

Conducted daily job training services across varying industries, led classroom instruction according to employment centered curriculum, and facilitated orientations to recruit perspective students

Through instructor led classroom instruction cardio - phlebotomy students become proficient in setting up electrocardiograms and learn phlebotomy skills, which is a step up from earning just a simple, basic blood - drawing certificate also offered through various sources and on the job training.

Not exact matches

Kenan - Flagler faculty lead the classroom sessions, and use Fortune interviews with CEOs of the world's top companies as tools of their instruction.

The ACFEF apprenticeship program requires apprentices to complete 445 hours of classroom instruction and at least 4000 working hours in a professional kitchen while being mentored by leading chefs in the industry.

In classrooms with a lead teacher, often the regular classroom teacher delivers the instruction in the subject area.

While previous studies have shown that this student - centered method can be more effective than teacher - led instruction, Wieman says this study attempted to provide «a particularly clean comparison... to measure exactly what can be learned inside the classroom.»

While the principal might take the lead with school - wide instruction and staff evaluation, and while teachers are responsible for day - to - day classroom planning, it's usually the school administrative professional who is the keeper of the pulse of the entire school.

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

He also asked lead teachers to discuss tactics for addressing the problem with other teachers in their upcoming «house meetings,» daily gatherings in which all teachers within each grade level (or «house») gather in an empty classroom to discuss curriculum, instruction, and administrative matters.

The project led to the creation of a logo for one Seattle elementary school — a logo that expresses the mission and spirit of the school, focuses classroom instruction, and unifies the community.

Improved behavior leads to a healthier classroom atmosphere and reduced interruptions, and supports effective instruction that influences academic achievement.

Such involvement can lead to teachers creatively integrating the innovation into routine classroom instruction.

But in general, instruction is both lively and practical, such as in one classroom where a biology teacher, donning a lab coat, leads a lab on extracting DNA from strawberries, or a ninth - grade math class in which a teacher integrates a Texas Instruments navigator system into every part of her lesson; she has her class turn assignments in via a graphing calculator and checks for comprehension with every student in real time.

This webinar will highlight the experiences of two expert educators that have successfully led the integration of free resources into classrooms to personalize instruction, motivate students, and achieve success.

Our findings suggest that teachers would benefit from professional development in mathematics curriculum and instruction and in learning to lead more - diverse classrooms.

She intuitively understands which technology will assist in student learning and lead to purposeful, successful classroom instruction.

Lisa has a passion for curriculum, instruction, and assessment; her early work in her own classroom with both curriculum mapping and formative assessments as instructional tools has led her to her current role as a leader of assessment in her district.

The first is «teacher - directed instruction,» in which the teacher explains and demonstrates ideas, considers questions, and leads classroom discussions.

The realization that many of my most profound learning experiences took place in slow - teaching environments has led me to try to replicate that style of instruction in my own classroom.

State and local authorities require students to take certain courses, minutes of classroom instruction are specified, limits on the ratio of students to teachers are set, textbooks are approved, and teachers leading instructional activities are certified by the state.

Using a variety of assessments, videotapes of classroom instruction, and surveys (student surveys are featured in the preliminary report), the project is attempting to address some of the heretofore under - addressed issues in the measurement of teacher quality (especially non-random classroom assignment and how different classroom practices lead to different outcomes, neither of which are part of this preliminary report).

The leading state education bureaucrats in New Jersey, and some of their supporters, do not seem to understand the complex nature of human development, classroom instruction, learning, or educating the whole child.

T3 teacher - leaders serve as full - time classroom teachers while also leading teams of teachers, working to enhance instruction and improve student academic outcomes.

The employment of these generic approaches should lead to stronger student performance on the AP exams but also to greater teacher satisfaction in the instruction of the course work as the teaching - learning dynamic becomes more palpable in the classroom.

Within their educational program, education students master a variety of methods of classroom instruction and assessment in courses that can lead to teacher certification in any state.

They do not require leaving the classroom full - time, but instead can be designed as hybrid roles that let professionals continue to teach while also leading and developing peers, or designing curriculum, instruction, or assessments.

Patrick Murphy, Fox Hill Library Media Specialist will lead a session on using iPads and apps for instruction in the classroom.

GITC makes a difference to thousands of children by training the teachers they see every day in their regular classrooms to lead music for learning as a part of academic instruction and classroom community building.

«There's a tradition of teachers who are really excellent exemplars in the classroom of saying, «I don't want to be a principal because it has nothing to do with instruction,»» says Linda Darling - Hammond, a leading authority on education policy and the teaching profession.

Without recognition and support for principals as the catalysts for continuous school improvement, it is virtually impossible to improve school conditions that lead to better instruction in the classroom and student learning outcomes.

It also underscores several characteristics that can lead to successful retention prevention programs, such as classroom characteristics (individualized instruction and accelerated learning), community characteristics (parental and community support), and school characteristics (early warning systems and professional development).

School leaders will find out why leading the change demands fundamental shifts in classroom instruction.

Has the standards movement in the United States led to improved classroom instruction and effective assessment?

Classrooms are characterized by teacher - led instruction and Socratic discussion in an atmosphere marked by decorum, discipline and respectfulness.

Today, technology plays an increasingly active role in daily classroom work, and educators see the ideal instructional model to prepare students to be college - and career - ready as incorporating a mix of small - group collaboration, personalized instruction, projected - oriented learning, and student - led learning.

This then leads to the following question: How do we provide useful instruction and practice without something that's been the centerpiece of classrooms for so long?

Lead teachers could then transition into «model teachers» that would co-teach across multiple classrooms, apprenticing their colleagues in «the art and science of what highly effective instruction looks like.»

The excessive noise levels and lack of support for speech in these classrooms have failed countless students and led to difficulties in learning and instruction.

To get traction as a system for increased student learning, school and district leaders must know what quality classroom instruction looks like so that they can lead and support this work.

Impairment to language acquisition because of excessive noise during classroom instruction also can lead to deficits in reading skills according to a study by Evans, G. W. and Maxwell, L. First - and second - grade students exposed to chronic noise scored lower on standardized reading tests taken in quiet conditions.

A leading proponent of the thoughtful classroom, Fogarty has trained educators throughout the world in curriculum, instruction, and assessment strategies.

Taking on extra responsibilities beyond classroom instruction, such as sponsoring a club or helping lead a professional development session.

Yes, let's lead together, but let's also hire principals who know instruction well and have proven themselves in the classroom to have a positive effect on student learning.

Instructional Leadership and Management Oversee Lead Teachers and Content Leads to implement a standardized, schoolwide framework, approach, and system for MWA instruction, formal feedback, and instructional competency framework Continuously improve, refine, and ensure fidelity to the formal feedback and evaluation process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Directors, BoLead Teachers and Content Leads to implement a standardized, schoolwide framework, approach, and system for MWA instruction, formal feedback, and instructional competency framework Continuously improve, refine, and ensure fidelity to the formal feedback and evaluation process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Directors, Bolead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Directors, Bolead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Directors, Board)

If the past use of this money is an indicator, however, it is likely that the federal investment in improving teaching under this formula grant will not actually lead to any meaningful change in the quality of instruction in the nation's classrooms.

We serve millions of students with i - Ready ® (adaptive diagnostic, online instruction, and practice apps for math and reading); Ready ® (standards - based instruction build from scratch for the Common Core); BRIGANCE ® (assessment and instruction for special education, early childhood, and Head Start); and other programs because of our laser focus on educators» needs over our own bottom line and a belief that thoughtful and continuous innovation leads to a positive impact on classrooms and measureable growth for students.

«The coaching I received this year had led to improvements in classroom instruction in my school.»

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

In Growing Independent Learners, she provides a comprehensive guide — with more than 400 full - color photos — to help you plan instruction focused on literacy standards, organize your classroom for maximum benefit, and lead your students to independence through whole - group lessons, small - group focus, and partner learning at literacy stations.

Classroom Collections, hand selected by math experts, are built around topics or themes and provide educators with leading materials to enhance classroom instruction.