«
Supporting Teacher Growth with Instructional Rounds,» Robert J. Marzano and Michael D. Toth, ASCD June 20, 2013
Not exact matches
Effective
teachers who actually have classrooms full of children
with a
growth mindset are always
supporting children's learning strategies and showing how strategies created that success.
Work in concert / consultation
with key personnel / constituents (Administration staff, lead
teachers, Board) to propose and execute decisions that
support the future
growth and fiscal health and efficient functioning of school.
Teachers and Home Visitors work in partnership
with the parent to develop experiences and activities that
support the child's
growth and development.
• We promised to restore
Teacher training allowances and we have delivered • We promised to end dumsor and we have delivered • We promised to reduced fertilizer prices by 50 % and we have delivered • We promised to establish a Ministry of Zongo and Inner City Affairs and we have delivered • We promised to increase and pay peacekeeping allowances increased from $ 31 to $ 35 and we have delivered • We promised to increase the share of the DACF to persons
with disabilities from 2 % to 3 % and we have delivered • We promised a stimulus package to
support local industry and we have delivered • We promised to implement a National Entrepreneurship and Innovation Plan and we have delivered • We promised a more efficient port system and we have delivered • We promised to reduce the rapid rate of borrowing and accumulation of the public debt and we have delivered • We promised to restore economic
growth and we have delivered • We promised to reduce inflation and we have delivered.
A powerful way to
support the development of
growth mindsets among
teachers is for them to experience a positive impact in their classrooms, and
teachers have shared
with us the positive impact they have seen when they have an opportunity to collaborate
with colleagues and work on projects, such as creating more effective lessons.
«Where else will they have the opportunity to work on a team of this magnitude, where they are responsible for planning curriculum,
supporting the
growth of a child, and building relationships
with families and
teachers, all the while making a very visible difference in the life of a child, a family, and a community?
To sum up,
teachers need to
support sustainable alternatives to neoliberal capitalism
with its emphasis on economic
growth; protect nature's resources for future generations; protect ecosystems and help
support biodiversity;
support a community based economics, and a grassroots democracy that includes participatory and direct forms, embody anti-racist, anti-ableist, anti-sexist, and anti-homophobic pedagogies that respect diversity and work from a post-patriarchal perspective.
Principals should model their own use of digital learning tools to personalize their work
with individual
teachers, whether through providing feedback immediately after a walk through (a quick email focused on a particular area) or by utilizing data to help a
teacher better identify professional learning experiences that may
support their
growth and goals.
For example, a quasi-experimental study by the Educational Testing Service found that
teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte
teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and
Support System for
Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte
Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's
growth (Thompson, Goe, Paek, and Ponte, 2004).
We feel confident of this based on the study results: Great
teachers can lead small teams to reach a lot more students
with high -
growth learning — and
support their colleagues» success really well.
The James Bryant Conant Fellowship fund was established to
support the professional
growth of outstanding
teachers and administrators under contract
with the Boston and Cambridge public schools who are accepted to HGSE degree programs.
«The recommendations look to an education system where administrators are more concerned
with instructional
support than administrative details, where
teachers are participants in the decision - making process and are provided incentives for personal
growth, where students are held to strict academic...
But an initial reading of the department's guidance suggests it is sticking to these policies: «The Department will work
with states that wish to amend (their federal) flexibility waiver... while still maintaining
teacher and leader evaluation and
support systems that include
growth in student learning.»
Before coming to ACER, she was the Head of Whole School Professional
Growth at Eltham High School, where she was responsible for
supporting teachers with their professional development.
The goal of the school district needs to be
supporting each
teacher in his or her tech
growth with training that is content specific and tiered to the levels of ability.
By leveraging both in - person and video observations, engaging regularly
with teachers in the feedback process, providing bite - sized feedback on a narrow set of expectations, and focusing on the formative
growth of her
teachers, she has blurred the line between evaluation and
support.
And yet, by providing students
with multiple formats and empowering them to take ownership of the process, the
teacher supports not only their mastery of the content, but also their
growth as independent learners — changing the way the group goes about doing its work.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017
with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher
Growth,
Teacher Pay and
Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher
Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for
Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering
Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts
with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
High - functioning schools and school systems understand the link between building a cadre of effective, committed educators and providing
teachers with ongoing
support, development, and opportunities for
growth and leadership.
To ensure the success of the co-teaching model, two 30 - minute mentor
support meetings are scheduled during the semester,
with the university supervisor checking in on the co-teaching responsibilities and communicating goals for the student
teacher's
growth.
These approaches also provide an opportunity to refocus on the original intent of the educator evaluation movement ─ to provide
teachers and principals
with meaningful, differentiated professional
support and
growth opportunities that enable them to grab the reform reins.
Many
teachers are unaware of the importance of deliberate practice, but once they are shown how the model can
support them
with its focus on specific areas for
growth, they are motivated to try it.»
As school leaders, we need to let
teachers know that
supporting students» emotional
growth is a priority on par
with academic learning.
One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place
teacher and principal evaluation and
support systems that take into account information on student learning
growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining
teacher and principal performance levels, along
with other measures of professional practice such as classroom observations.
It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement
with teams; facilitation of teams by
teacher leaders; and the integration of other
supports for
teacher growth into the fabric of the school.
This partnership provides districts all over the state
with certified consultants to deliver
teacher professional development as well as local
support for School Leaders as they begin to implement new systems and processes for
growth and evaluation in their buildings.
Rather than distill a student's
growth into a single number or percentage, we've leveraged our rich data about each student to provide
teachers with classroom - level strategy group
support, a real - time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student's prior knowledge.
With the help of an effective classroom
teacher and extra
support from specialized math intervention
teachers, the student shows 1.5 years of
growth on the EOG, but still doesn't earn a passing grade.
Observations (50 %): LAUSD should replace the current «barebones»
teacher evaluation rubric
with a rigorous, research - based rubric
with clear and high expectations for
teachers and meaningful feedback to identify areas for professional
growth and
support.
Recently, Secretary of Education Arne Duncan and representatives from other organizations committed to finding and keeping better
teachers in their «shared vision for the future of the teaching profession,» which included recommendations to provide
teachers with continuous
growth and professional development, a professional career continuum
with competitive compensation, and other suggestions that will produce better
teachers and express America's respect,
support, and pride for our educators.
Ms. Vanzura is a
growth - focused instructional coach
with a passion for
supporting the use of high - quality, authentic literature in classrooms, development of engaging and dynamic professional development for
teachers, and serving as an advocate for excellence in literacy instruction.
The platform focuses on
teacher selection and preparation, ongoing
teacher support with new ways of structuring
teachers» environments and
teacher career
growth opportunities.
Participants conclude the series
with the confidence and the tools to take their leadership to the next level,
support and develop
teachers in meaningful and intentional ways and ultimately move the needle on student
growth.
BHP Score isn't designed to replace a
teacher, but rather to provide clear, consistent feedback on student writing skills and
growth so that the
teacher can
support more direct interaction
with students.
Candidates will have the opportunity to discuss and reflect on their performance and
growth as practitioners
with their fellow
teacher candidates, under the supervision of their Coaches and
with the
support of the Faculty.
The results of the intervention also shed light on other key understandings about the positive role video can play in
supporting teacher growth and the need to both build shared understandings
with teachers and to engage
teachers as partners in their own
growth and development.
This project illustrates an effective approach for designing a Web GIS - integrated curriculum
with educative curriculum materials that can be used to
support the professional
growth of
teachers when face - to - face professional development time is limited.
This Action Research project is firmly grounded in the Reach PTAR or Plan, Teach, Analyze, Reflect, inquiry cycle induction model in which novice
teachers are paired
with an expert mentor who
supports their
growth over a period of two years as they work towards their California Clear Teaching Credential.
To address this common reality, we developed and implemented an approach to promote
teachers» professional
growth with curriculum - linked professional development
supports within the Web - based curriculum.
With testing increasingly in the news — from the release of state test scores to the federal Department of Education's recent announcement in
support of short delays for
teacher evaluation using assessment
growth — now is the time set a new course.
Experienced classroom
teacher with a track record of
supporting students
with special needs achieving high levels of
growth.
Hall and Simeral will provide participants
with the tools, strategies, language, and mindset to
support all
teachers»
growth as reflective practitioners.
The project, coordinated by the NYC Department of Education's Office of Postsecondary Readiness (OPSR) in collaboration
with Eskolta, combines monthly professional development seminars, in which participating
teachers study mindset theory and practice,
with in - school sessions, where facilitators
support teachers as they plan, review, and refine their implementation of
growth - mindset - promoting practices.
In addition, he initiated in - depth professional development and
supported approaches to strengthen
teacher growth through collaboration
with peers.
At the union's annual convention last week in Denver, where Eskelsen García was officially elected, some
teachers said it's time for a leader who will play hardball
with the feds and push back against Education Secretary Arne Duncan's agenda, which includes evaluating
teachers in part by student test scores and
supporting the
growth of charter schools, often staffed by non-union
teachers.
We are extremely proud of many of the results, whether it is
supporting teachers to improve their on task engagement by 55 % (or more), or
supporting the leaders at East Tech in Cleveland to raise their graduation rate from 46 % to 73 % and scoring in the top 1 % nationally for
growth on the NWEA, or working
with teachers unions to
support their
teachers with quality professional development to
support new evaluations systems.
As one of the districts tasked
with implementing the Texas
Teacher Evaluation and
Support System (TTESS) during the 2015 - 2016 school year, Prosper ISD's leaders also needed a quick implementation and proven technology that would meet TTESS's student
growth measures.
Culture and Collaboration Collaborate effectively and meet frequently
with the MWA Division Directors, Associate School Directors, Deans of Students, Lead
Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and
Teacher Interns Work
with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and
growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working
with students, faculty and families Work closely
with the Director of
Teacher Residency to
support and inform MWA
Teacher Residents
with the necessary entry - level skills expected of MWA
teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers; this includes working
with and
supporting the Mentor
Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
Teachers assigned to
Teacher Residents Supervise and
support New
Teacher Induction Program Mentor
teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers towards helping new - to - the - profession
teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers in «clearing» their credential and meeting state mandates for certification; this includes
support for all intern
teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers Develop and maintain positive relationships
with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty,
support and intervention staff members, and board members
Currently CEO of Partners in School Innovation, a nonprofit dedicated to working hand - in - hand
with teachers and leaders to strengthen teaching, learning and achievement in under - performing public schools and districts, Derek has led the organization to dramatic
growth while improving the quality and consistency of the organization's
supports to
teachers and leaders.