Sentences with phrase «achieve improvements in student learning»

Not exact matches

The main focus of coaching and mentoring conversations for school improvement is to build the competency and capability of teachers, so that they can take steps towards achieving the school's strategic vision and priorities in the curriculum, teaching and learning, and assessment, and can effectively make judgments about students» progress and outcomes.

The fact that such large improvements in student learning could be achieved with these common metrics going in the «wrong direction» reinforces a common finding in education research: teacher credentials and turnover are not always good barometers of effectiveness.

This school year, teams from nine public NYC middle, high, and transfer schools are working closely with Eskolta facilitators Alicia Wolcott, Jessica Furer, and Katie Gleason using improvement science methods featured in Anthony Bryk's book Learning to Improve: How America's Schools Can Get Better at Getting Better to help their students develop habits, skills, and beliefs for confronting challenges and achieving success in school and life.

As Michael J. Schmoker notes in his 2006 analysis of the American educational system, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning, providing teachers with time to meet regularly to carefully examine assessment data, set goals, share and create lessons, develop common formative assessments, and review student work will ultimately lead to a better end result.

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

While improvements in student learning of mathematics has often occurred in pockets of school or district student populations, implementing and sustaining systems for improvement is best achieved as a collective whole through school teams.

The study, which analysed the results of different methods of teaching maths in three American high schools, found that an approach that involved students not being divided into ability groups, but being given a shared responsibility for each other's learning, led to a significant improvement in the achievements of high and low achieving students.

A partnership with AIR means that school districts and schools can expect to achieve a coherent, disciplined approach to teaching and learning embedded throughout the school's and district's practices, improvement in school climate and culture, more effective teachers and leaders, improvement in parent and community engagement, and higher expectations and results for all students.