Sentences with phrase «teacher participants provided»
Teacher participants provided signed informed consent.
https://www.frontiersin.org/ Not exact matches
Providing support for teacher learning shifts how participants chat in digital classrooms.
A Yoga Teacher Training Manual is provided and only available to participants attending the YTT Week 1.
«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...
Domain I training provided by Learning Sciences International takes participants through a series of activities and training to help teachers self - reflect about their personal use of the 41 categories of instructional strategies and helps supervisors identify these strategies in use.
These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).
Participants will also develop habits for providing feedback to teachers on making the shifts.
The Wiz Kidz participants, their teachers and parents, and a student comparison group provided data on student connectedness to school, peers, and teachers.
Online courses and workshops can have many advantages, such as providing scheduling flexibility, minimizing travel, broadening the courses available to teachers (especially important in rural communities), and extending the resources and expertise available to participants.
Like other researchers, we found that participants» close observations of students» engagement and understanding prompted teaching decisions and, hence, provided opportunities for developing teacher knowledge (Courduff et al, 2016; Park & Oliver, 2008).
Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.
Working with our NBCT Faculty, participants delve deeply into the standards to gain a deeper understanding of the process, while being provided the opportunity to work with other teachers pursuing the same certificate.
Bonnie was joined by Bob Cabeza, Executive Director for the YMCA of greater long beach and 26 year youth development professional, as well as Trisha Beverly, veteran classroom teacher and current after school site program coordinator providing enrichment to youth participants and youth tutors in a rural Mendocino County District.
In many instances, online teacher educators need to consider whether the inclusion of collaborative work can provide a positive learning experience and if it can be conducted in a manner that subsequently impacts the teacher participants» own beliefs about pedagogy (Pajares, 1992).
Oehrtman et al. (2009) found that participants improved their ability to provide instruction support to teachers, including lesson planning, over the course of their training.
Mimbs (2002) found that, in a teacher leader preparation program, participants identified providing support to teachers» use of instructional materials as a goal of their future teacher leader practice.
Toni supports teachers in their practice, visits classrooms and individual lessons, and provides feedback on the teaching practice of teacher participants.
This study examined the specific benefits to teacher participants while also providing a more nuanced understanding of the factors that contribute to and hinder the use of technology in the social studies classroom in general.
Data were collected from November 2004 - February 2006 through an online Annual Performance Report in which grantees provided project - level characteristics and outcomes, eight case studies of grantees, a participant survey of teachers of record, and interim evaluations submitted by grantees.
Participants will learn how to capture real time walkthrough data and provide immediate results to teachers using web - based observation.
By Module 2, access to the VS teacher's high school anatomy and physiology course was also provided for «lurking» purposes, where the participants navigated as invisible participants in the VS course and did not post any comments or contribute anything to the discussion boards or learning materials in the observed VS course.
Hall and Simeral will provide participants with the tools, strategies, language, and mindset to support all teachers» growth as reflective practitioners.
Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.
Upon successful completion, participants will have the knowledge, skills, and resources to effectively present The Learning - Focused Instructional Framework and provide support to your teachers.
Participants will come away with a richer understanding of how the Marzano Teacher Evaluation Model provides a common language of instruction so that teachers, students, and leaders can work together to form a solid foundation.
Overall, from the comments provided by the participants and the frequencies of those comments summarized in Table 3, it was concluded that the teacher participants enjoyed the workshop, enjoyed the project staff, and had insight as to how the professional development model could evolve and improve.
This study tour provided participants an opportunity to learn about the use of high - quality student and teacher surveys which have been developed by the University of Chicago and used in the Chicago Public Schools and the state of Illinois.
+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.
In addition to the larger institutes, Leadership Academy participants were also grouped into small cohorts of about 15 — organized by region — to do «learning walkthroughs» or classroom visits, to observe teachers in area schools and provide feedback.
The Institutes used primary sources to provide participants with examples of how effective history and social science instruction may be enhanced for students in each course range and how teachers can improve student achievement in content areas of greatest challenge.
Providing peer mentoring for principal, classroom teachers and teaching artists allows the program to build upon the strength and wisdom of participants at every level of the program.
During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.
Participants included the general education faculty members, teacher education faculty members, and K - 12 school personnel who provided this particular university system's programs and support for preservice teachers.
Of particular interest in this case study was how the participants modeled NETS - T for preservice teachers given the professional development opportunities and support structures provided by the PT3 grant.
In this session, participants try out several different tools designed to help teachers self - assess their projects, as well as provide feedback and guidance on how to make your project designs more rigorous, more engaging, and more relevant.
The questions or discussion points served to clarify some aspect of understanding for the teacher candidates or may serve to provide an opportunity for reflective thought by any participant of the collaboration stage: teacher candidate, postsecondary faculty, or inservice teacher.
Measures that addressed the steps in the certification pipeline that teachers progress through provided a focused way for participants to understand the effect of their improvement efforts, to discuss specific problems that could be targeted for action, and to share improvements that had worked to solve those identified problems.
Each of our university partners appoints a tutor who will visit each participant to provide on - going professional and research support as they work towards their Qualified Teacher Status and Postgraduate Diploma in Education.
Based on the best - selling ASCD books Building Teachers» Capacity for Success and Teach, Reflect, Learn, this institute will provide participants with the tools, strategies, language, and mindset to support all teachers» growth as reflective practiTeachers» Capacity for Success and Teach, Reflect, Learn, this institute will provide participants with the tools, strategies, language, and mindset to support all teachers» growth as reflective practiteachers» growth as reflective practitioners.
Around the same time, the state created the North Carolina Center for the Advancement of Teaching (NCCAT), which provided innovative support to veteran teachers: week - long residential programs, which allowed participants to engage in scholarly activities, reflect on teaching, and renew enthusiasm for their work.
Moderation participants provide information to help answer to questions such as: Do teachers find it useful in supporting teaching and learning?
We provide special training for school mentors to assist them in this key role, supporting the participant's development as a teacher and faculty member.
Participants must provide their own laptop and possess a Teacher Edition eBook login credential for their course.
The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.
The researchers» documentation of an authentic arts - based learning experience for pre-service teachers provides insight into the possible benefits participants may gain from this experience in relation to their future roles as teachers.
The Education Corps is designed to provide tutoring and after - school support but not necessarily to train future teachers.92 The VISTA program matches corps members with a nonprofit organization to perform capacity building and provides yearlong stipends, but it is not intended for provision of direct services.93 The Professional Corps, which specifies teaching as one of its qualified positions, allows participants to access Segal AmeriCorps Education Awards — which recipients can use either for loan forgiveness or for paying tuition and other qualifying educational expenses — but increases residency program costs because residents are prohibited from receiving stipends through AmeriCorps and must therefore be paid through their program or the school district.94 None of these programs were designed for supported entry specifically; thus, programs dedicated to providing a gradual on - ramp to the teaching profession can sometimes find it hard to meet their definitions and requirements.
However, it was interesting to hear that 96 % of participants (a majority of whom were teachers) said that our team's application, in fact, provided great actionable data.
A longitudinal study with the participants would provide insights into how preservice teachers» dispositions toward teaching spatial thinking with GIS affect their classroom teaching and student learning.
Through this program, experienced teachers share their knowledge, and the collective program knowledge and resources with new program participants, providing the type of leadership opportunity that research shows can be critical to the growth and satisfaction of veteran educators.
Participants in this workshop will learn an inquiry based growth process for collecting evidence and providing feedback to teachers that will grow their professional practice.