Sentences with phrase «teachers meet weekly»

BARR teachers meet weekly to discuss each student in the cohort's performance at a very granular level with a focus on identifying strengths, fostering relationships, and engaging with students more deliberately.

Jim Fossett is in his second year as the principal at Tonopah High School, working to transform the school 210 miles north of Las Vegas into a collaborative environment, where teachers meet weekly one - on - one with each of the school's 115 students.

Teachers meet weekly to examine and analyze student work and to plan instruction.

Teachers meet weekly to determine which students need extra help and small groups of students are frequently pulled out of class.

Teachers meet weekly after school to learn to play simple guitar, sing, lead students in song.

Not exact matches

The minister met weekly with a dozen or so of the teachers for a period of two months.

Teachers receive ongoing in - service training via weekly meetings, visiting mentors, bi-annual evaluations and annual conferences.

At YES Prep, teachers take a lead in supporting and coaching each other at weekly grade - level meetings.

Structured community and character development programs like weekly Circle gatherings and advisory meetings called pride groups are deeply ingrained in the schools» culture, and all students and teachers are expected to achieve fluency in the language of social growth and learning.

Teachers at Mesquite meet weekly with the student achievement teacher to review the most recent assessment data and plan instruction for each student accordingly.

This team — consisting of teachers, counselors, administrators, a nurse, an instructional coach, and the campus testing coordinator — meets weekly to discuss students» social, behavioral, and academic needs.

Once the school year begins there are weekly meetings between the school's principal, Sara McClain, and the skills specialists to review data and plot strategies for supporting those students and teachers who need help.

The non-negotiable teaching strategies used at Cochrane are reinforced in a collaborative and supportive environment, with three weekly grade - level meetings for teachers.

The kindergarten and pre-K teachers met to talk about themes for the week — all the kindergartens follow a weekly theme.

Lenz and Director of Instruction Jeannette LaFors spend much of their time working with schools: meeting weekly with school principals and teachers at their campuses, analyzing and reflecting on results, building out Envision's professional development programs, and working with teachers to create tools that can support projects.

School - level planning teams were organized for all Algebra I teachers (from high schools and middle schools), and a districtwide meeting was held (at first weekly, later monthly) for a representative from each team.

After two years, the schools were no longer required to hold weekly meetings for their planning teams; instead, unsuccessful algebra teachers (those whose teaching allowed fewer than 15 percent of their students to pass the end - of - course exam last year) would be pulled out of their classes for eight days of in - depth training.

In addition, I give them a chance to present at faculty or PTA meetings, encourage them to be mentors, invite them to be on the teacher leadership team, mention things they're doing in my weekly staff memo, and find opportunities for them to be on district committees or present at district events.

At JSIS, all teachers participate in weekly Wednesday meetings — which rotate through grade - level meetings, subject - specific meetings, classroom visits (called peer observations), and book - study discussions — and monthly PLC meetings.

In the second and third year of the project, teachers and researchers met weekly, developed case studies of their classroom experiences, and helped to refine the theory and framework as it emerged from the collaboration.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Summit also has an internal mentorship program, which consists of weekly ten - minute, student - led, one - on - one meetings with an assigned teacher who becomes a student's academic coach, college counselor, family liaison, and advocate.

As a classroom teacher, I personally would rather meet with my administrator online prior to a classroom observation instead of having to rework my weekly lesson plans.

It draws on diverse sources: our daily poems and the poets we study, the weekly newsletter and other school publication, teachers» styles of speaking and writing, songs we sing at our whole - school morning meetings, current events, our history textbook, children's literature, the classroom walls, and writing by the students themselves.

Teachers, administrators, partners, and students work together during weekly planning meetings and a one - week Professional Development Institute (PDI) to develop rich, engaging, transdisciplinary hands - on capstones.

We created it after I realized how many school leaders just weren't clearing the space for teacher coaching to happen at the highest level: foundational things like creating a vision for their schools, holding adults accountable to meeting schoolwide expectations, designing and holding weekly leadership team meetings, creating and sticking to a daily calendar; and more advanced things like using data to inform the design of responsive PD.

Students who miss a total of 10 days or two weekly meetings in a row, without contact with their teacher, are dropped from Resource Link and will need to reapply.

Throughout the year the superintendent and directors met and coached the principal on regular monthly and weekly schedules; district curriculum personnel worked with teachers on their instructional needs; and the district supported efforts to improve after - school programs for low - performing students.

They help develop other teachers by meeting weekly with subject - area teachers to facilitate their professional learning community (PLC) planning and also overall schoolwide professional development.

Teachers also hold weekly office hours and are available to meet with scholars and learning coaches when necessary.

During weekly, hourlong planning time, coaches meet with PLCs to support teachers in ensuring lessons are aligned with standards.

Classrooms and teachers: Hold weekly or biweekly meetings to review the scoreboards and discuss progress toward WIGs and lead measures.

During weekly staff meetings, professional learning communities and Real Time Teacher Coaching sessions, teachers will reflect on how beliefs are translating to action.

You will attend and may lead weekly meetings with teacher / co-teaching pairs to further develop their skills and track their progress as they develop as a team.

We used one of the weekly planning sessions as a formal PLC meeting where the teachers, administration, and specialists met as a team to discuss curriculum and pacing, construct formative assessments, review and track assessment data.

Ongoing professional learning includes: a three - day intensive summer training followed by weekly meetings with a school - based T3 coach; regular teacher - leader cohort meetings and professional learning for teacher - leaders across the district or region; an annual conference; participation in an online collaboration platform.

«At Aptos, we have created a team of teacher and counselor leaders who meet weekly to study the Restorative Practices Handbook and plan implementation school - wide.

Second, we have weekly grade - level meetings during the school day in which teachers collaborate, set up observations, and provide feedback to one another.

To further strengthen the relationship between evaluation and instruction, TAP requires schools to have weekly, hour - long cluster meetings in which TAP - trained master teachers work with teams of teachers of a particular subject or grade level.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

During her weekly visits, she meets with administrators, teaches model lessons, observes classrooms and offers tips to teachers afterward, and facilitates meetings among teachers, like the kindergarten curriculum - writing session.

Under the direction of an advisory teacher, no more than 15 students meet weekly to discuss problems in their lives and to learn how to deal with them.

Teachers will also hold a weekly class - level meeting for all students in the same grade.

In addition to staying closely connected with students and parents, our counselors meet weekly with eAchieve Academy teachers to discuss specific students» strengths and weaknesses.

They will meet weekly with the teacher online to review progress from the previous week, share observations and discuss the next week's activities.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

HONOLULU — The Hawaii State Teachers Association's weekly briefing meeting had turned into a battle - planning session; the conference room became a war room.

Previously they did this on a half termly basis and it was time consuming, but a short weekly meeting meant that ongoing assessment was taking place, the school data was always up - to - date and gaps could clearly be seen by teachers to inform planning.

In the first of four consecutive weekly planning meetings, we divided the creation of this plan into four manageable chunks: adding minutes to literacy instruction; creating content for a second literacy block; using literacy assessments; and creating time for teacher collaboration.

They meet weekly, dissecting encounters she has with students and parents, planning academic projects and preparing for observations and meetings with teachers.