Sentences with phrase «achieving higher levels of learning for all students»

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Learn how response to intervention (RTI) systems, combined with a professional learning community foundation, create a powerful system for achieving high levels of learning for all students.

However, the goal of achieving higher levels of learning for all students is inherently worthwhile.

Not exact matches

It means interrupting patterns of behavior, policies, or structures that hinder our ability to achieve our primary purpose: high levels of learning for ALL students.

Molly joined the Institute for Excellence in Education in 2011 as an Instructional Coach, and rapidly grew her scope of responsibilities to include human resources, grant coordination and delivery of the Focused Instructional Model, impacting growth among teaching teams to achieve higher levels of student engagement and learning.

Gretchen joined the Institute for Excellence in Education in 2016 as a Math Coach, and rapidly began motivating teachers to achieve higher levels of student engagement and learning.

The original affidavit of Professor Linda Darling - Hammond of Stanford University, sworn to February 28, 2015, that the assessment being used in Respondents» Growth Model does not allow measurement of growth for high - achieving and low achieving students: the learning of both high - achieving and low - achieving students is mis - measured because of the fact that the state tests pegged to grade - level standards do not include items that can measure growth for students who are already above grade level in their skills or who fall considerably below.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

However, I see one massive problem — and it's a problem that no one, Brill included, seems interested in addressing: Everyone wants to tie these new teacher evaluations to student performance data, but no one wants to talk publicly about the fact that we lack sufficient metrics for truly evaluating the full extent of whether or not young people are learning and achieving at high levels.

This practical, easy - to - read guide explains how to raise the rigor for students with special needs so they can achieve higher levels of learning.

Superintendents and other district - level leaders in academically successful school districts convey a strong belief in the capacity of school system personnel to achieve high standards of learning for all students, and high standards of teaching and leadership from all instructional and support personnel.

The new ambitious outline for learning is staged to help England meet the academic standards of some of the highest achieving countries in the world, but is also designed to help keep the students as educationally prepared as possible to go into the higher maths and sciences at the secondary school level.