Sentences with phrase «about instructional practices»

The scores most related to the STORE professional development goals were about instructional practices and to a lesser extent about meeting technology implementation problems and managing student acclimation to using the GIT in hands - on tasks.

It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers — in all the relevant grade levels and subject areas — with valid, useful advice about their instructional practices.

Finally, teachers with coaching support report that they are able to change their practice or way of being more readily and are more thoughtful about their instructional practices.

Reflective Partners is a professional development approach that asks teachers to engage in purposeful reflection about their instructional practices; collaborate with colleagues; intentionally plan lessons; observe their own teaching by way of recording their lessons regularly; and use a common language (CLASS) to frame reflection, observation and discussion.

This can be particularly important for teachers who might have reservations about being candid about their instructional practices in front of an administrator charged with evaluating their performance.

Curriculum review teams are encouraged to carefully consider both the scientific findings and number of studies available when making decisions about instructional practices.

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.

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.

During the first months of the course, I began to think more deeply about my instructional practices and the projects I assigned my students.

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

As to why the principals did not link their observations to any discussion about instructional practice, or any attempt at broader efforts to unite teachers around a vision for the school, teachers said, for example, «He is supportive of my teaching philosophy.»

«As educational technologies emerge and evolve, it is essential to use a critical eye toward the specific tool affordances when making decisions about instructional practice.»

Both the principal and the literacy coach supported teachers by reviewing lesson plans, observing instruction, and engaging in reflective dialogue with teachers about their instructional practice.

While «smallness» is not an end in itself, it does help create conditions for student success by fostering a shared vision, shared leadership, a professional collaborative culture, and structured time for teachers to talk about instructional practice, as well as time to visit each others» classrooms (Louis & Kruse, 1995).

«The Sibme video sharing platform helps facilitate an important and continuous dialogue about instructional practice in our Alternative Teacher Certification Program.»

Educators in case study districts and across the state generally agree that areas of strength with teacher evaluation include the instructional framework, the conversations about instructional practice, and the focus on growth.

«One of the beliefs of CEL is that to become better at our practice, we have to collaborate, and we are truly collaborating now, talking about our instructional practice in objective terms,» says Bo Miller, principal at Jackson Hole Middle School.

«One of the beliefs of CEL is that to become better at our practice, we have to collaborate, and we are truly collaborating now, talking about our instructional practice in objective terms,» says Bo Miller, principal at Jackson Hole Middle School in Teton, WY.

They learned to base their noticings and their questions about instructional practice on evidence while avoiding judgments.

Not exact matches

Teachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master this craft.

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

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Before schools can respond to external pressure for increased academic performance, they must transform themselves from atomized, incoherent organizations to ones in which faculty share an explicit set of norms and expectations about what good instructional practice looks like.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

No Child Left Behind is important in the efforts to continue this progress, and urban districts must continue effective practices that have brought about promising results: high standards, strong and stable leadership, better teaching, more instructional time, regular assessments, stronger accountability, extra resources, and efficient operations.

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Any instructional program that includes the use of a computer — CD - ROMs, DVDs, etc. - is based on this concept, which can also be implemented in conjunction with traditional teaching methods to enhance the overall educational experience.Computers can also be used in the workplace, to educate employees about new work practices or regulations that must be followed within their professional environment.

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The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

Elmore expanded this concept — similar to the medical rounds used in teaching hospitals — into a more formal practice of «instructional rounds» when asked to consult for a group of Connecticut superintendents who were meeting informally to talk about school performance.

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.

Practicing critical thinking in the classroom may mean discussing the quality of a textbook, considering whether traditional beliefs about a subject are accurate, or even discussing the teacher's instructional style.

Wrapping these ideologically charged reforms into an expert national «consensus,» though, forces those who have concerns about these strategies to look askance at the SEL agenda — when it might instead make clear that there's room in the SEL coalition for those with diverse views on school discipline and instructional practice.

The application includes a videotaped lesson and written responses to questions about the teacher's instructional practice.

We know that teachers care about their students and improving their instructional practice.

Read an extensive practice guide from the Institute of Education Sciences (IES) about Using Student Achievement Data to Support Instructional Decision Making.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.

Today, we will talk about a practice very close to any Instructional Designer's heart — Storyboarding.

It's not all about test - taking, but it is important for teachers to measure student progress frequently in order to inform their own instructional practice.

Join facilitators Doug Lemov, Erica Woolway, Katie Yezzi, and Colleen Driggs to gain what we have learned about practice, coaching, and instructional leadership from studying some of the country's most outstanding teachers and leaders.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

In addition to examining the intersection of race and educational policy, Diamond also has written about «distributed leadership» — a way of understanding how multiple actors are involved in leadership and how leaders have an impact on instructional practice.

Most school systems operate substantially on autopilot — these things get done in routine ways, without much thought about how they affect the quality of instructional practice in the classroom.

As long as reformers are talking about curtailing teachers» benefits, or making their jobs less secure, or evaluating their instructional practices, there is going to be some anger and resentment.

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.

Grounded in beliefs about equity, the use of data, and public practice, the framework describes the most important aspects of instructional leadership.

Learn about instructional principles and practices that should be implemented school - wide to improve reading outcomes.

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.

We seek deans of instruction who are passionate about both curriculum and coaching - who want to... Build systems and oversee instructional and academic data to inform teaching practice and drive...