Sentences with phrase «work practice instruction»

Her professional experience includes: substance abuse treatment for adolescents and adults; mental health treatment for individuals and families; clinical supervision of licensed therapists and masters - level interns; and Social Work Practice instruction at McDaniel College.

Not exact matches

The Bible, together with Science and Health and other works by Mrs. Eddy, shall be his only textbooks for self instruction in Christian Science and for teaching and practicing metaphysical healing.»

For an example, some take Peter's instruction in Acts 2:38 as a prescription for the practice of water baptism ignoring other clear teaching that nothing we can do can save us and that baptism is simply an outward reflection of Christ's saving work in our lives.

It doesn't take hours and hours of training ground practice, something we know Wenger and his team aren't going to do anyway, it takes a simple instruction from the manager to ensure our players charge into the area with pace in various directions to make the defenders do as much work as possible.

The workshop was grounded in a recognition that many research ethics issues are relevant to the practice and application of science, from developing hypotheses and designing a protocol, to data management and analysis, to reporting findings and advising others on the uses of the work, and that integrating ethics instruction in the context of performing those various stages of research can be an effective strategy for educating future researchers.

Whether you are completely new to yoga and would like some personal instruction or you have some particular ailment or injury that you are working with taking private yoga classes with a senior instructor is a great way to develop your practice around your needs.

Their restorative and corrective exercises are easy to do, the instruction easy to follow, requires very little equipment, and can be worked into daily movement practices.

Instructional rounds, as defined by City, Elmore, Fiarman, and Teitel (2011), is a disciplined way for educators to work together to improve instruction and is a practice that combines three common elements of improvement: classroom observation, an improvement strategy, and a network of educators.

Content: This U.S. Department of Education - sponsored site, whose mission is translating research - based practices into practical tools to improve classroom instruction, draws heavily on material from the What Works Clearinghouse.

In team - based models, schools add new paraprofessionals to teaching teams to do teachers» administrative paperwork and oversee skill practice, project work, and digital instruction at school.

The lesson is really an organizer that the teachers use as they engage in the real work of lesson study: studying teaching materials, discussing content and instruction, reflecting on their practice, and investigating student learning.

One of the best resources for teachers to consult is a practice guide published by the What Works Clearinghouse: Developing Effective Fractions Instruction for Kindergarten Through Eighth Grade (see full disclosure below).

Working with teachers to affect a deliberate culture and practice shift from teacher - directed instruction to inquiry - based learning

PBL provides the opportunity to learn and practice skills that traditional instruction often ignores — working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned.

His work examines the promise of distributed leadership, the potential for improved incentive systems to promote effective practices and bring them to scale, and the necessity to maintain a tight focus on instruction within an internalized accountability system.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

iPad App Review: myAlgebra MyAlgebra apps explore quadratic equations through an interactive interface that implements worked examples, video demonstrations and practice problems with specific feedback — providing the dynamic exercises and instruction students need for algebraic success.

Across campaigns or accounts, most eLearning practices leverage pre-existing assets — whether by word, module or interface — to work more efficiently and to maintain a consistent style of instruction.

Students receiving solid instruction focused strongly on mathematical practice # 7 (looking for and making use of structure) are likely to be able to complete this problem more easily and efficiently than those who only learn to think about the problem as substituting each number individually and «checking if it works.»

Whether we're bolstering literacy instruction, training antipoverty workers, evaluating English learner interventions, or researching equitable school policies and practices, our work is making an impact in our region and across the country.

To dramatically reduce violence and work towards a more peaceful world where individuals have better self — esteem and better conflict resolutions skills, instruction in peaceful living must be intentional and school climate, policies, and practices need to shift to be more caring and responsive to learner

Word recognition work and reading practice were much more the focus of reading instruction in grades 1 - 2 across all schools in this study than was comprehension.

Designed primarily by Deborah Garson, head of research and instruction services at Gutman Library, and Kristin Lofblad, LTC's manager of instructional and research technology, WLE uses online learning best practices, which encourage students to work independently on online and offline writing - related activities, and to participate collaboratively in conversations about writing via online discussion boards facilitated by HGSE doctoral students.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

One large study suggests that traditional instruction and rote practice works best for young students who are struggling with math.

A number of research studies indicate that the work of teacher leaders, particularly when focused on classroom instruction, helps change teachers» practice in ways that may impact student outcomes.

E = Everyone (whole group work for instruction, discussion, debate, setting criteria, collaborative scoring, error analysis, practicing feedback, and so on).

The Whole Child model seeks to work with best practices to achieve engaging and challenging instruction, develop a school culture that promotes a healthy and safe climate for student learning and leadership that involves faculty, students, parents and the community to maximize the supportive potential in school and provide for long - term student success with sustainable strategies.

Leadership practices targeted directly at improving instruction have significant effects on teachers «working relationships and, indirectly, on student achievement.

This requires specific assessment practices, such as differentiating instruction, re-teaching certain targets, or re-sorting students to allow for small - group work connected to teacher strengths.

The findings suggest that lesson planning is recognized as part of a set of practices through which teacher leaders work with teachers to improve classroom instruction.

For this practice to work well, teachers must communicate with one another and respect orientations to reading instruction that may differ from their own.

Rich with updated findings and new evidence gathered over the last decade, the second edition of Classroom Instruction That Works builds on the classic text that more than 1 million educators have turned to for support in strengthening their practice.

Ms. Hattaway has also worked with the Department of Elementary and Secondary Education training educators across western Massachusetts in Sheltered English Instruction practices.

First, we are working to more strongly connect our turnaround practices to our statewide strategy for improving curriculum and instruction, in particular by focusing on early grades literacy and middle grades mathematics.

Melody was previously a Senior Educational Consultant with the Consortium on Reading Excellence and worked with over thirty schools across the country to provide professional development in best practices in literacy instruction.

In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adults.

Our curriculum integrates linguistic theory; current research and practice in language learning and development; assessment and instruction of oral language, reading, and writing; and field - based practicum work with English language learners.

Particpants in this session will work together on three practices that can greatly impact students» mathematics identities: reinforcing productive student behavior, learning about student's experiences and resources for use in instruction, and building respectful relationships.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.

«This year, we want to deepen our understanding of how the standards can enhance practices that reflect the work of scientists in the professional world and shift instruction to make learning more interactive and intellectually engaging.

As a result of the instruction, students were given the tools to examine each other's work and their own, learning to discriminate, practice writing skills, and use arts vocabulary.

TeachingWorks / AACTE Preparing Teachers for Practice Working Paper: On Mindset and Practices for Re-Integrating «Belonging» into Mathematics Instruction

Join Dr. Nancy Frey, Professor of Educational Leadership at San Diego State University and co-author of the new book Visible Learning for Literacy, as she delves into how Hattie's findings apply to literacy instruction and how educators can implement the practices that work best to accelerate student learning.

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

Teachers work to implement 17 classroom practices and six tenets into their instruction each day.

Working knowledge of: response to intervention, problem solving processes in Special Education, and current research and best practice interventions in instruction

«Educators are working on improving their practice and exploring new ways to use data to inform their instruction,» said Dr. Sheila Simmons, the director of NEA's Priority Schools Campaign, which works with affiliates to create partnerships, secure additional investment in educators» professional development, and engage community agencies and organizations.

TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).

10/16/2018 Tools for Classroom Instruction That Works: Classroom - Ready Techniques for Increasing Student Achievement with Presenter Cheryl Abla 8:30 AM Charter Oak USD, Royal Oak Middle School Library, 303 S. Glendora Ave., Covina, CA 91724 10/25/2018 Trauma Informed Practice: Fostering Resilient Learners - LEVEL 1 - with Presenter Kristin Souers 8:30 AM Yolo County Office of Education, 1280 Santa Anita Court, Woodland, CA 95776 10/26/2018 Fostering a Trauma Sensitive Learning Environment - LEVEL 2 - with Presenter Kristin Souers 8:30 AM Yolo County Office of Education, 1280 Santa Anita Court, Woodland, CA 95776 11/30/18 Essential Instructional Routines to Maximize Speaking and Listening within Designated and Integrated ELD (Grades 3 - 12) with Presenter Kate Kinsella, Ed.D. 8:30 AM Orange County Department of Education, D Conference Center, Rooms D1001 - 3, 200 Kalmus Dr., Costa Mesa, CA 92626