Sentences with phrase «teacher instructional practice with»

Teacher instructional practice with the IWB was compared with the teachers» instructional practice without the IWB through chi - square analysis, in which the expected value was derived from the pattern of instruction established without the IWB.

Not exact matches

Vigorous morning yoga intensives guide you deeper into your own practice and life purpose, while afternoon instructional sessions cover an extensive yoga teacher curriculum, including cueing, sequencing, hands - on assists, working with injuries, demonstration techniques, vocal presence, yoga philosophy and history, the business of yoga, ethics, and anatomy.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

One of LPS's lead math teachers, Mike Fauteux, wanted to improve student engagement and address his students» individual learning gaps, so he began experimenting with new instructional practices that used Google Sheets and OER to provide students with self - guided learning experiences.

«If teachers do not deeply understand their standards — or the instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,» observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more classroom practices that reflect them than did teachers elsewhere.

They then are expected, in conjunction with teachers, to design and test teaching materials and instructional practices that can be applied in classrooms.

To provide the best instructional practices for ELLs, a teacher must be willing to accommodate their learning needs and provide them with equitable learning opportunities.

The district nonetheless moved forward with the pilot to implement formative, ongoing assessments for teachers that would provide them with structured feedback on their instructional practices.

The new instructional practices demanded by the standards would have been reflected and reinforced through teacher observations, with feedback given by trained coaches and principals.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

Serving classroom teachers and instructional leaders with news, information, opinion, and service journalism, the online Education Week Teacher promotes professional engagement, idea - sharing, and a lively but civil discourse on issues of education policy and teacher prTeacher promotes professional engagement, idea - sharing, and a lively but civil discourse on issues of education policy and teacher prteacher practice.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

FOSS provides the district with a science program that matches state standards, promotes instructional practices consistent with district goals, and allows teachers to integrate technology and science instruction.

Along with the online survey reports, teachers and principals will have access to the Panorama Education Playbook (Playbook), an online professional learning tool that allows educators to share practices and create a personalized playbook of instructional strategies based on their survey results.

This comprehensive software, developed in partnership with Harris School Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional practices.

Utilizing an in - depth consultation protocol, attendees will conduct a thorough analysis of the practices and accountability of teachers at their school, leaving with a plan that improves leadership among teachers, instructional practice, student and adult connections, and motivation and engagement strategies.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

With that additional money in hand, it seems obvious that schools below the cutoff would be doing more improvements than schools above the cutoff, such as using different instructional approaches, different hiring practices, developing teachers and principals and so on.

Noble network schools follow key practices and principles typically associated with the no - excuses approach: frequent teacher feedback, data - driven instruction, high - dosage tutoring, increased instructional time, and high expectations.

These differences in instructional practices reported by Michigan and California teachers are consistent with the emphasis given to dissimilar aspects of the language arts reform policies in the two states.

As with the sub-study reported in Section 1.4, this sub-study focuses on evidence about practices for successful instructional leadership as judged by educators close to the students — principals and teachers.

Analysis across these studies revealed that teacher leaders used a variety of practices in their work with teachers to implement instructional materials.

Regardless of the practices used or the focus of teacher leaders» work with teachers, these efforts are intended to impact the extent and quality of teachers» use of instructional materials in implementing the intended math or science curricula.

With the knowledge that instructional leadership is the primary engine behind teacher effectiveness, the authors demonstrate how to support classroom practices that raise student achievement.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with each other and their classroom practices?

Still, a troublesome pattern apparently persists: secondary school principals do not, according to our data, interact with teachers frequently and directly about instructional practice.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with one another, and their classroom practices?

Deeper understanding combined with the PSD tool can help improve instructional pedagogical practices by enabling cooperating teachers, college mentors and principals to identify areas in need of growth and monitor individual pre - service / novice teacher progress.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

Access toolkits for teachers with research - based instructional practices and strategies in reading, writing, math, and cognitive science / advanced reasoning.

She learned that she could maintain her informal, friendly style with teachers while also helping them grow their instructional practices to meet their specific goals.

NAEYC developmentally appropriate practices (DAP), including instructional practices to promote learning and development, teacher - child interactions, assessment practices, the use of materials and the physical environment, constitute the foundation of quality for all children, including children with disabilities.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

Guide the instructional practices of high school teachers through the school director and dean of... Work closely with the chief curriculum and instructional officer, chief schools officer, and school...

Put differently, out of a total of 127 schools returning surveys, with 67 of those being secondary and 60 elementary, nearly 66 % of all schools with principals scoring in the lowest 20 % for taking direct action to support teachers «instructional practices were middle and high schools.

From the beginning, many were leery of trying to accomplish both purposes with one instrument, but the advantages in terms of teacher development, instructional practice, and student engagement motivated educators to try (Aschbacher, 1994; Haney 1991; Mehrens, 1998; Valencia, 1991).

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

Their receptivity to standard forms of instructional practice, however, was conditional upon the quality of district support for implementation (staff development, materials, supervision), perceived fit with state / district curriculum requirements, evidence of student impact, and opportunities for teacher discretion within the boundaries established by the district.

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

Similarly, only one set of identified practices — Monitoring teachers» work — matched up with Managing the instructional program.

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

These teams are comprised of experienced educators with the knowledge to help leaders and teachers implement effective instructional practices and improve experiences and outcomes for all students.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

The effort provides districts with resources and support to ensure that local technology and digital learning plans align with instructional best practices, are implemented by highly trained teachers, and lead to personalized learning experiences for all students, particularly those from traditionally under - served communities.

It's a set of questions that nags just about every parent with school - age kids: Does their child's teacher employ good instructional practices?

In addition, students will be paired with teachers who display highly effective instructional strategies and content - specific, culturally responsive practices.

In all cases, teacher - leaders responsible for developing the instructional practice of other teachers must work collaboratively with others and, in most cases, should continue to teach as well as lead.