Sentences with phrase «as an instructional coach on»

Adam also works as an instructional coach on the AP Government and Politics Knowledge in Action project which is a project of the George Lucas Educational Foundation.

Not exact matches

In my job as an instructional technology coach at a middle school, I give weekly staff development on Wednesday.

Throughout her 25 - year career as a network leader, instructional coach, teacher and consultant, Hillary has drawn on her social and emotional skills to help organizations, schools, and teachers improve performance by framing issues, building teams, leading difficult conversations, and facilitating problem solving.

Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

City has served as a teacher, instructional coach, principal, and consultant, in each role focused on helping all children, and the educators who work with them, realize their full potential.

But as Christopher spent time on the DCPS website, he saw opportunities for high - performing teachers to become instructional coaches — just what he was looking for.

Other have taken on school - wide roles as instructional leaders, curriculum developers, content coaches, department directors, educational coordinators, ESL coordinators, guidance counselors, and heads of schools.

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.

This guarantee is based on my own teaching and experience as an instructional coach, as well as on research compiled by education experts.I'll cite those references when applicable, but I won't inundate you with Who Said What.

Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

City, who joined the HGSE faculty in 2009, has worked as a teacher, instructional coach, principal, and consultant, where she has focused on helping all children and educators who work with them recognize their full potential.

As a senior fellow for the International Center for Leadership in Education, she provides professional learning and coaching to districts and schools on leading learning organizations, designing rigorous and relevant learning experiences, achieving instructional excellence, and utilizing formative data to drive daily practice.

Our district is funded $ 20 million less than the average school district in Kentucky based on per pupil spending for our size but our focus on the right priorities such as instructional coaches allows us to continue to improve academic gains.

She currently serves as a teacher on special assignment with the St. Louis Park School District as a Racial Equity and Instructional Coach.

This session will provide insight into these key ingredients as well as a menu of strategies and activities that an administrator can use to enhance the instructional coaching program on a school campus.

The report concludes by characterizing the current state of research on instructional coaching, noting that there is a growing body of information about the instructional coaching role, but as yet, little definitive evidence about its impact.

As a high school instructional coach who spends much time helping my colleagues implement these standards, I see the positive results of one - on - one support.

Encouraging teachers to experiment and try different instructional strategies, as well as structuring more teacher collaboration and one - on - one coaching to reflect on the engagement impacts of those strategies, could potentially foster more purposeful, agentic approaches to engaging students.

As we strive for implementation fidelity of effective instructional practices, the training and coaching process hinges on professional development providers Knowing thy Impact.

Bao began her leadership path as a Math Coach at Community of Peace Academy, and went on to serve as Instructional Coach and Curriculum Coordinator before assuming the role of Elementary Principal in 2013.

Learning curves have been steep in Carrie Howell's classroom — for the students, for the teacher, and for the peers who have come to watch over the years as she worked side - by - side with Center for Educational Leadership coaches, tackling learning problems and trying on new instructional strategies.

The instructional coaches and teachers whom the author interviewed as part of a study on using video in professional development were, in almost all cases, surprised by what they saw in a video of them teaching.

As teachers discuss individual students» performance and specific teaching strategies, the school's literacy coach and a district - level instructional coach look on and take part.

Walk - throughs include having key staff such as an instructional coach or team leader literally walk through each classroom during reading instruction on a daily or weekly basis.

At the Kansas Coaching Project at the University of Kansas Center for Research on Learning, I've been involved in two research projects (Bradley et al., 2013) that explore how coaches and teachers can effectively use video as part of the instructional coaching Coaching Project at the University of Kansas Center for Research on Learning, I've been involved in two research projects (Bradley et al., 2013) that explore how coaches and teachers can effectively use video as part of the instructional coaching coaching process.

For most principal supervisors this is truly new work, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

This request is right on as to where instructional leaders and coaches need to be focused.

Summary: This article talks about the importance of distributing leadership from the principal to others including teacher - leaders and instructional coaches as well as the importance of providing training to those who are taking on these additional leadership responsibilities.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

Many instructional coaches found great success as classroom teachers but struggle when coaching teachers to make dramatic changes in their practice, especially when focused on students who have had a history of failure in school.

In an effort to improve teaching and learning, TKG's instructional coaches target the following components of an effective classroom, as identified by the most prevalent research on effective pedagogical practices: instructional planning and procedures, instructional delivery, instructional environment, assessment, and instructional materials.

This Map supports instructional leaders and coaches as they hone their ability to objectively observe educator instruction and interaction with students, analyze educator impact on student engagement and learning, and provide meaningful feedback.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.

Learn a new, more effective approach to instructional coaching that is focused on «inside - out,» strengths - based peer coaching that brings small teams of teachers together, building on the bright spots while learning and growing as peers and professionals.

While at Freedom Prep, he served as a Pre-AP World History Teacher, Social Studies Instructional Coach, and Dean of College Counseling on the school's leadership team.

Founded in 2009, the program aims to supply high - need schools with effective and well - supported new teachers.47 Participating teachers must pass a rigorous selection process, which includes submission of a transcript, resume, and essay, as well as a digital performance exercise and a full - day interview with performance - based tasks.48 Fifty - one percent of Urban Teachers» teachers are people of color.49 Once selected, participating teachers receive intensive training, including 1,500 hours of clinical experience and three years of instructional coaching.50 Urban Teachers» thorough selection process and focus on their teachers» residency and induction experiences likely contributes to the program's success.

Deepen the expertise of school leaders through training on instructional materials and assessment, as well as visits to selected classrooms to observe instruction and practice teacher literacy and math coaching and feedback.

Depending on the model developed in their district, teachers have the chance to assume one of several possible leadership positions, such as: model teacher, who allows other teachers to observe his or her classroom; lead teacher, who dedicates 50 percent of his or her time to coaching, mentoring, and evaluating other teachers; mentor teacher; instructional coach; curriculum teacher leader; or professional development teacher leader.

Ms. Giblin also worked on staff at Teach for America, where she served as an instructional coach for new teachers and piloted a Literacy professional learning community that led all teachers to nearly double their impact on scholar reading growth.

She has worked with a team of instructional coaches to facilitate school - wide contests to encourage students to use Study Island on their own time in the computer labs as well as at home.

Staff from CCSC serve as facilitators and coaches in this continuous improvement process focused on strengthening the instructional core.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

Description: Whether we are a teacher leader, instructional coach or a building and district leader we understand the need to focus on students, as well as, adult learning and impact.

He spent the six years prior to joining Transcend on Teach For America's Bay Area team in a variety of roles: He began as an instructional coach supporting elementary, bilingual, and early childhood educators.

She is a frequent speaker and author on teacher effectiveness and coaching, as well as instructional methodologies.

As consultants who work with teachers every day on how to execute high leverage instructional strategies, never does a strategy elicit so much excitement from teachers than when we coach them to implement Think Pair Share, a strategy many already think they know.