An
additional set of studies reported that
teacher leaders engaged in unspecified support
practices in assisting
teachers» implementation of
instructional materials (Bliss, et al., 1995; Brown et al., 2001; Coggins et al., 2003; Cruz, 2003; National Board for Professional Teaching Standards, 2001; Spillane et al., 2001).
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some
additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample
instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a
teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best
practices in instruction; and (3) draw from best
practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.
Induction programs have also been found to accelerate
teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the pr
teachers» ability to drive student learning gains: In one study, new
teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the pr
teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year
teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the pr
teachers who did not receive such support as beginning
teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the pr
teachers.63 Similarly, a study of the California Formative Assessment and Support System for
Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the pr
Teachers, a statewide induction program, found that the induction program had a positive effect on both
instructional practice and student learning, with students attaining a half - year's
additional growth when they were taught by
teachers who were highly engaged in the pr
teachers who were highly engaged in the program.64