Sentences with phrase «about their instructional practices in»

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.

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

«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.

Not exact matches

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.

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.

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.

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.

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 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.

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.

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 practicIn 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 practicin 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.

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.

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.

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.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

If you want to know more about this new tool and learn how to identify «next steps» in growing your instructional leadership practice, join our live webinar on April 21 with CEL Associate Director June Rimmer.

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.

Current thinking about the school library as a learning commons, exemplified by Ontario's Together for Learning (Ontario Library Association 2010) and new national standards, Leading Learning: Standards of Practice for School Library Learning Commons in Canada (Canadian Library Association 2014) is inspiring educators about realizing new potential for leveraging instructional leadership from the library learning commons.

Achieving the Core Coaching Tool — The Instructional Practice Guide Coaching Tool assists teachers, and those who support them, in building understanding about Common Core State Standards (CCSS)- aligned instruction through non-evaluative observation.

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 adultIn 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 adultin 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 adultin 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.

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.

In this practical reference, David F. Bateman — bestselling author of A Principal's Guide to Special Education — and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom.

On - site and blended learning experiences scheduled at various intervals in which ASCD Faculty present and coach about specific instructional and leadership practices.

Using multiple measures such as teacher evaluations, classroom observation and student test scores, TNTP rated about half the teachers in their 10th year or beyond as below «effective» in core instructional practices such as developing students» critical thinking.

Please visit or blog regularly to learn about new advancements in educational technologies and best practices of instructional design.

Developed and pilot tested by researchers at Mills College, the fractions resource kit provides support for teachers in ways that is similar to those available to Japanese teachers for conceptualizing and teaching fractions, and teachers use the lesson study process to learn about the subject matter and effective instructional practice.

Many of us felt strongly that instructional practice could be improved if teachers engaged in serious, evaluative conversations about teaching — but that having a facilitator attached to each group may work against this goal.

3) How might reframing instructional coaching as instructional dialogue assist mentors in more effectively facilitating teacher critical reflection about practice?

Teachers then used the district's instructional framework and rubric to identify strengths and weaknesses in their own teaching practice while thinking about their students» needs and the school and district goals.

In his review of the scientific research on mathematics instruction, Grover Whitehurst, the director of the U.S. Department of Education's Institute of Educational Sciences, rightly points out that educators should be wary about basing instructional practices on potentially unsubstantiated translations of study findings (2003).

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

I — the truth of the matter is, one of the things that's very different about the Common Core that I spoke about, is unlike the old Massachusetts standards, the standards in New York — which really just identify what kids should know at grade levels — the Common Core standards create — or contain what's called instructional shifts in practice.

One of those factors is that schools should reach deeply into the teacher cadre and genuinely involve teachers in selecting school staff, as well as in making decisions about budget, curriculum, instructional practices, discipline, and student and teacher assignments.

A partnership with CEL entails comprehensive system - wide professional development in which all members of a school district become knowledgeable about and implement «best» classroom instructional practices.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others to use Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders to continually assess your current practices and develop strategies for putting formative assessment to work.

Case Study Snapshot eLearning Course: Multimodal Transportation Management Software Training Industry: Logistics & Distribution Industry Practice Area: Simulation - based software application training Instructional Design Strategy: Scenario - based learning with Watch - Try - Do approach Authoring Tool: Adobe Captivate 9 About Client Our client, a leading logistics company, helps its customers in transportation, warehousing and compliance.

In successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teacherIn successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teacherin action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teachers.

Teachers can use the resources below to learn more about implementing the instructional practices and strategies described in the lesson plans shared here (available through the link on the left of this page).

Sherry and Roggenbuck (2014) observed that in their early attempts to respond to student writing English teacher candidates imitated their own former high - school teachers» instructional strategies, despite their having expressed negative feelings about those assessment practices.

These interview questions allow teacher candidates who use SWAP in different kinds of teacher preparation courses to hear from practicing professionals in diverse school contexts about various aspects of secondary writing teaching (e.g., how to respond sensitively to ELL writers, how to connect beliefs about writing to instructional practices, and how to use assessment to plan subsequent instruction).

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).

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.