Sentences with phrase «professional development models associated»

Professional development models associated with gains in student learning frequently provide built - in time for teachers to think about, receive input on, and make changes to their practice by providing intentional time for feedback and / or reflection.

Not exact matches

Professional Experience 1983 — 1986 Research / Teaching Assistant, Exercise Physiology, University of Texas, Austin TX 1986 — 1990 Assistant Instructor / Research Assistant, Cell Biology, Developmental Biology, and Vertebrate Physiology, University of Texas, Austin TX 1993 — 1994 Visiting Assistant Professor, Department of Animal Sciences, Oregon State University 1994 — 1996 Technical Services Advisor, Genetic Resources, The Jackson Laboratory, Bar Harbor ME 1996 — 1998 Manager, Technical Services, The Jackson Laboratory, Bar Harbor ME 1997 — 1998 Assistant Professor, Adjunct, New Mexico Highlands University, Las Vegas NM 1998 — 2000 Senior Technical Information Scientist, The Jackson Laboratory, Bar Harbor ME 2000 — 2002 Senior New Models Development Scientist, The Jackson Laboratory, Bar Harbor ME 2002 — 2004 Associate Director of Genetic Resources, The Jackson Laboratory, Bar Harbor ME 2004 — 2005 Associate Research Scientist, The Jackson Laboratory, Bar Harbor ME 2004 — 2009 Assistant Professor, Dept. of Biology, New Mexico Highlands University, Las Vegas NM 2009 — 2014 Associate Professor, Dept. of Biology, New Mexico Highlands University, Las Vegas NM 2014 — present Professor, Dept. of Biology, New Mexico Highlands University, Las Vegas NM

The model assumes that Professional development of school leaders (Support) and Targets and data (Pressure) are both associated, directly and indirectly, with student achievement.183

While pedagogical excellence begins during training, the demands of the public sector are such that the transformation often associated with Montessori professional formation requires an extended period of apprenticeship supported by a professional community that is equipped to induct novices through modeling, collaborative child and lesson study, and ongoing reflection, coaching, and targeted professional development.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

Her areas of interest center on supporting the implementation of evidence - based interventions by teachers and schools, including professional development (PD) and coaching models to reduce the research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based interventions; and, the application of MTSS across general and special education, including Response - to - Intervention and School - Wide Positive Behavior Intervention Supports.

An expert in the evaluation of professional development projects for programs serving young children and their families, Rob Corso, Ph.D. is currently a Senior Research Associate at Vanderbilt University and the Executive Director of the Pyramid Model Consortium.