Sentences with phrase «about professional development needs»

An ASCD session on the Common Core State Standards highlighted information from the association's Common Core Summits in four states — Arkansas, Colorado, North Carolina, and Utah — and shared implementation recommendations for states, districts, and schools, including adopting technology for teaching and learning (not only assessments) and listening to educators about their professional development needs.

Not exact matches

«Management truly cares about employees» professional development and in finding a great fit for each employee in a high - impact role — matching an employee's dream job to our customers» critical needs.»

There is an emphasis throughout Supporting Families on supporting shared parenting, and it makes clear that from pregnancy onwards, all professionals should consider the needs and perspective of both parents — and should think about how better to engage fathers in all aspects of their child's development and decisions affecting their child.

Factors that «clearly play a role in faculty attitudes» about students spending time on professional development activities include «[p] ressures... for scholarly productivity» and the need to produce usable data, the report notes.

Finally, in the professional development domain Ingvarson says individuals «review their performance in the light of standards for accomplished teaching and feedback about its impact», which means they can set goals and pinpoint the PD they need to help achieve them.

Likewise, senior leaders should be embedding regular opportunities for continuing professional development (CPD) across the whole school, giving teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.

So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing teachers, principals, and district leaders of ELL youth about their performance, resource needs, and professional development.

Following the release of its Teaching Sport to Children discussion paper, the Australian Sports Commission wants to hear from teachers about a range of issues, including professional development needs, and building links with parents and volunteers.

«If you think about 80 new syllabuses, 80 new subjects if you like, being redeveloped from scratch and the professional development that goes with that for more than 17,000 teachers, we need to take more time to do that really well,» Mr Rider said.

Anything you need to know about Professional Development into eLearning Industry database.

Professional Development Via E-Mail: All You Need is a Keyboard E-mail is a great way for keeping teachers informed about school goings - on.

Does the school employ effective strategies such as providing all teachers with professional development about the unique needs and strengths of LM students, implements strategies that provide students with access to multi or bilingual support as needed in core content classes, and including LM students in all aspects of the academic and social life of the school?

In her District Administration article «Sustainable Professional Development,» Susan McLester includes substantial information about the creation of learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills, practices, programs and methodologies they want to implement.

The work then became about monitoring the changes in teacher practice and identifying individual teachers» professional development needs.

Since we lack a plethora of content to distribute, we need to think about ways to create an effective professional development program for online teachers.

Insight in action Principals and some superintendents attended Lenses on Learning, a professional development program in mathematics for administrators, and brought this experience to discussions with their teacher leaders about what needed to change in the school in order to facilitate improved student achievement (e.g., schedules to enable longer mathematics and science classes).

For our teachers and school leaders, it means being committed to learning about the latest tools, applications, and digital content, and engaging in the professional development needed to maximize all of their effectiveness.

For our part of this shift, it's about what one needs to know and do in order to be a great teacher leader, and it's about making professional development most effective.

Talking about the virtues of micro-credentials for professional development, Superintendent Mike Nagler said it well: Teachers need to be constantly updating their pedagogical practices and skills.

Time also needs to be built into teacher professional development opportunities to discuss and share ideas and concerns about technical and classroom management issues, such as location of equipment and supervision.

When professional development leaders need to give teachers feedback about areas in which they should improve, they can make this feedback less negative by building on teachers» strengths.

Data use determines professional development needs, intervention requirements, and resource allocation; it focuses discussions about teaching and learning, guides teacher instruction, and monitors progress.

If they are truly serious about retaining quality teachers in the district, building the capacity and institutional knowledge needed to reach Superintendent Wilson's stated goal, OUSD and OEA must work together to support teachers as they search for opportunities to continue their professional development.

At the same time, MAP has raised concerns about test fatigue and the need for professional development to ensure the results are being used correctly to improve teaching practice.

In Part 3, I propose that we need to give up some preconceived notions about roles and responsibilities in school leadership, professional development, and evaluation.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The need for participant - driven professional development programs in which teachers engage in inquiry and reflect on their practices to improve their learning about technology has been emphasized by many researchers (Loucks - Horsley et al., 2003; Zeichner, 2003).

It is all well and good to talk about the need for more professional development and cross-seeding of best practices, but we simply don't have the money until California decides to make education a priority over its nanny state expenditures.

[applause] You know, through all of our professional development and graduate programs, we're always talking about differentiated instruction and how important this is for our special needs students, ELA students, ESL students, regular ed students.

In Part 3 of this series, I'll suggest that we need to give up some preconceived notions about roles and responsibilities in school leadership, professional development, and evaluation.

Performance reviews, he said, need to be about both professional development and accountability.

«Given our high rate of teacher turnover, and the need to coach a large number of teachers, I can't say enough about having partnerships and well - run professional development sessions.»

In response to the growing need for data - literate teachers and education leaders, TERC is pleased to offer an online opportunity for educators to learn about Using Data for Meaningful Classroom Change via our virtual professional development venue.

Those delivering professional development should debrief with school leadership about their investment to determine how well their teachers are implementing this in the classroom, how often they're being coached and what further support coaches may need.

Passionate about meeting the needs of every student, Deb works side - by - side with educators, providing professional development and job - embedded coaching.

We need to truly professionalize the teaching profession, from the academic and personal qualifications to the preparation and professional development to the compensation to the evaluation, and for all the talk about this we have not really made any serious substantive progress primarily because of the lack of political will.

We need one, and actually, the solution is simple enough: If Governor Brown is serious, as it seems he is, about valuing local control and local decision - making, then the goal of state policy should be to foster a vibrant and locally - responsive set of service providers that can provide ongoing professional development, coaching, and support to schools and districts.

«We need to worry about professional development for teachers.

They're the ones that came to us and said, «We see what you're doing in your English as a second language classrooms and we have this great resource called Colorín and we had heard about it, and they said, «We need professional development for our teachers.»

He has worked for over 20 years as a classroom teacher, technology integration coach and administrator and has offered professional development for educators on educational technology, data privacy and In 2013 he published his dissertation Building Social Capital Online: Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their practice.

This report examines teacher and school leader perceptions about readiness and professional development (PD) needs related to mathematics state standards.

In addition to an overview of the components and implementation of the LLI Intermediate, Middle, and Secondary Systems, this professional development delves into the advanced routines needed for the intermediate student including a focus on fluency, vocabulary, and comprehension, as well as book discussion times and formats, writing about reading routines, novel units, test - taking study, and silent reading.

One is several speakers talked about needing to support teachers and teachers being able to choose what kind of professional development they get.

She is passionate about supporting classroom teachers and schools with curriculum planning, assessment development, and implementation of professional learning targeted to the needs of individual schools and teachers.

So, you know continuing on the theme here that Kate has started with regards to equity and the need to perhaps have greater content knowledge in order to close those gaps and help those students to get on the trajectory to college and career, I'm wondering if we can hear from other panelists about things that you're seeing that teachers want as a part of the personalized professional development that you all are offering in Maryland at the state and school level.

Aída Walqui, Director of the Teacher Professional Development Program at WestEd, delivered a keynote speech at two recent symposia about the needs of English Learners (ELs) in the implementation of the Common Core State Standards (CCSS).

Theme 3: Equipping effective teachers for the 21st Century This document initiates a discussion about teachers and their professional development; specifically what forms have the best impact and how systems can respond to the professional development needs of teachers in the face of 21st Century education.

Afterschool Workforce: A Critical Partner OregonASK surveyed a sample of out ‑ of ‑ school time programs across Oregon, asking about their education, job histories, working conditions, training history, professional development needs and recommendations for improvement of the field of youth services.

Professional development, professional learning, continuous professional development, personalised professional development and so on... I'm pretty sure we've all heard, experienced and read about many other successful and unsuccessful reincarnations of what is basically a mechanism to meet the diverse development needs of all teachers, which underpin improved progress for aProfessional development, professional learning, continuous professional development, personalised professional development and so on... I'm pretty sure we've all heard, experienced and read about many other successful and unsuccessful reincarnations of what is basically a mechanism to meet the diverse development needs of all teachers, which underpin improved progress for aprofessional learning, continuous professional development, personalised professional development and so on... I'm pretty sure we've all heard, experienced and read about many other successful and unsuccessful reincarnations of what is basically a mechanism to meet the diverse development needs of all teachers, which underpin improved progress for aprofessional development, personalised professional development and so on... I'm pretty sure we've all heard, experienced and read about many other successful and unsuccessful reincarnations of what is basically a mechanism to meet the diverse development needs of all teachers, which underpin improved progress for aprofessional development and so on... I'm pretty sure we've all heard, experienced and read about many other successful and unsuccessful reincarnations of what is basically a mechanism to meet the diverse development needs of all teachers, which underpin improved progress for all students.

The emerging consensus about effective professional development suggests that teachers need opportunities to work with colleagues who face similar challenges, including other teachers from their schools and those who have similar teaching assignments.