Her dedication to teaching also extended to student welfare in her Leading Teacher role as Learning Co-ordinator Prep to Six, and her position on
the Maths Professional Learning Team — Prep to Six.
Not exact matches
Math - in - CTE
professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles (PDF), through which CTE and
math teachers working in
teams learn how to enhance the
math that naturally occurs in their CTE curricula.
The
Math - in - CTE
professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles, through which CTE and
math teachers working in
teams learn how to enhance the
math that naturally occurs in their CTE curricula.
The
Math - in - CTE
professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles (PDF), through which CTE and
math teachers working in
teams learn how to enhance the
math that naturally occurs in their CTE curricula.
Findings suggest: (a) teachers without prior preparation
learn informally from peers to use CPT; (b) they use CPT to promote student and teacher
learning and well - being and to respond to school - wide needs; (c) teacher knowledge of CPT varies and
teams could function more fully and / or efficiently with formal
professional development; (d) teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more lessons to promote reading and
math achievement.
Further, particular aspects of teachers»
professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student
learning — were associated with a narrowing of achievement gaps in
math and science among low - and middle - income students.14 Strong
professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher
teams can improve practice together by: 16
During this time, she was a member of the Building Leadership
Team as well as the Professional Learning Community lead for the math t
Team as well as the
Professional Learning Community lead for the
math teamteam.
Contributed to grade level
professional learning community including the development of
team goals for
math and reading.