Sentences with phrase «as improvements in student learning»

According to the International Institute for Restorative Practices, schools implementing restorative practices are seeing dramatic reductions in misbehavior, violence, suspensions, and expulsions as well as improvements in student learning.

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And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student learning in the classroom context as opposed to student learning from homework.

Founder of Kwik Learning and a widely recognized world expert in speed - reading, memory improvement, brain performance, and accelerated learning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celeLearning and a widely recognized world expert in speed - reading, memory improvement, brain performance, and accelerated learning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celelearning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celebrities.

Being hailed by most as Transformation Retreat - Students from all age groups and backgrounds are coming and learning to incorporate the lessons of this workshop in their personal lives and benefitting from the changes it is bringing to their lives.More than 95 % students have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physicalStudents from all age groups and backgrounds are coming and learning to incorporate the lessons of this workshop in their personal lives and benefitting from the changes it is bringing to their lives.More than 95 % students have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physicalstudents have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physical health.

University students who learned the Transcendental Meditation technique showed an improvement in general health as assessed by the Duke Health Profile (composed of physical, mental, and social measures) after three months, in contrast to groups of students from two other universities who did not learn the Transcendental Meditation technique.

And, they further suggest, these changes will be widespread, and will lead to real improvements in student learning, as Kentucky's rise in scores from 2012 to 2013 suggests.

Through their involvement, I have noticed huge confidence improvements in my students as they learn to work and engage with people on different levels.

Over the coming 12 to 18 months, as successful conversions take place at schools using the parent trigger, we are confident the new school leadership will bring significant improvement in student learning and achievement.

What are some improvements in student learning outcomes you've seen as a result of blended learning, Catlin?

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

I have seen apathetic students change to students who are excited, enthusiastic learners; students who were failing every subject become engaged in learning and making better grades; students who, in the past, avoided talking with me about their grades, come... waving their report cards in their hands to show me their improvement; students who thought of themselves as incapable begin to think of themselves as capable learners; and students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Unrealistic and ever - increasing performance targets have forced us to label 63 percent of Title I schools and 47 percent of districts receiving Title I funds as needing improvement, and to apply sanctions that do not necessarily lead to improved learning for the students in those schools.

I am also facilitating a «Students as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprStudents as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school iImprovement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents in making their own recommendations for school improvementimprovement.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

Where microcredentials pertain to teachers rather than students, I think the concept is an outstanding way to do a number of things in the area of professional development: 1) recognize professional learning milestones to inspire continuous improvement; 2) move away from a one - size - fits - all (and oft debunked) approach to salary schedules, which typically depend exclusively on time served and postsecondary attainment; 3) move towards recognition of skill development on an a la carte basis rather than solely as part of an advanced degree program; and 4) generate more personalized and self - paced professional learning opportunities.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

Learning why, for instance, white teachers are not as effective with black students as black teachers appear to be might suggest improvements in training that could make teachers equally effective for all students, regardless of race.

Her staff collaborates with the other offices in the district, coordinates outreach and training, creates publications, and implements programs to advance the district's vision: «Every school will welcome every family and every student, actively engaging them as partners in student learning and school improvement.»

We finished our meeting talking about our successes in 2012 - 13; and brought ideas forth as a group that will help us focus on our students: writing (cross curricular), literacy improvement (cross curricular), Note taking (Cornell Notes — cross curricular), Assemblies (Social, Emotional, Learning), Academic Assemblies (Celebrate Successes)-- on and on!

During her first year as superintendent, Dr. Cruz identified directions for improvement in student learning.

It happened in grade team meetings, subject groups, professional learning community groups, committees convened to assess and monitor needs for at - risk students, school leadership or improvement teams, or in whole - staff events, such as data retreats and faculty meetings.

Thus, as the federal government continues to review and approve states» plans and states begin to implement their new accountability frameworks and school improvement strategies, they must work together to remember the teachers standing in front of our nation's classrooms — for they are critical to all of these other efforts and, ultimately, will have the most impact on their students» learning.

Technology alone will not improve academic achievement, but when used as a part of a comprehensive school improvement approach it will empower students to take a greater role in their own learning and will provide equity in access to quality instructional resources.

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most studImprovements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most studimprovements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

CEC will use its research - based, experience - tested approach to school improvement in its role as an approved Learning Partner in order to build the capacity of educators, leaders, and systems to improve student outcomes.

For a student enrolling in an extracurricular course as defined in s. 1003.01 (15), a parent may choose to have the student taught by a teacher who received a performance evaluation of «needs improvement» or «unsatisfactory» in the preceding school year if the student and the student's parent receive an explanation of the impact of teacher effectiveness on student learning and the principal receives written consent from the parent.

Without recognition and support for principals as the catalysts for continuous school improvement, it is virtually impossible to improve school conditions that lead to better instruction in the classroom and student learning outcomes.

Network Eight: Students in Small and Rural School Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support teachers and mitigate professional isolation

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in math and science classes.36

The work and tools of the Literacy Design Collaborative and Math Design Collaborative can serve as valuable entry points for school improvement — and for engaging students in the productive and rewarding struggles that lead to deeper learning.

With an increased focus on connecting educational leadership to student learning, creating cultures of improvement, and other big picture concepts, the standards can be seen, in part, as a force for helping principals remind us as a nation that the moral purpose of educational change is to improve society and the lives of its citizens, especially those most in need.

Under ESSA, states must reserve at least 7 percent of their Title I, Part A funds for school improvement purposes, beginning in fiscal year 2017.61 Going forward, states and districts should focus on students» learning mindsets and skills as a lever for increased student achievement.

Due to the significant improvements in student outcomes and the collaborative culture at Pattimura, Paul was recognized as the 2012 Distinguished Principal of the Year by the National Association of Elementary School Principals, and in 2015 Pattimura was recognized as a model professional learning community.

Efforts to continuously improve teaching quality will not only affect the greatest number of students, but such efforts also hold promise for redirecting teacher evaluation away from «identify and punish» tactics toward collaborative studies of improvement grounded in evidence of student learning, thus revitalizing schools as effective learning organizations.

«Teacher leadership,» the author notes, «is defined as specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in the service of student learning, adult learning and collaboration, and school and system improvement.»

The feedback you give students as part of these check - ins should be clear, related to learning targets, and full of specific recommendations for improvement (for example, «Your opening statement is grammatically correct, but it would be stronger if you grabbed the reader's attention with a prediction about the results of the main character's unusual behavior.»)

«School improvement — increasing student learning — requires teachers to be as sharp as a scalpel, quick as a wink, smart as a whip, and responsive to every student, including those who are homeless, those who have learning challenges, those who already know the material, and those who fit into as many categories as there are students in the classroom.

Domain 2: Continuous Improvement of Instruction The actions and behaviors in this domain help ensure that the school as a whole, as well as individual teachers, perceives teacher pedagogical skill as one of the most powerful instruments in enhancing student learning and are committed to enhancing those pedagogical skills on a continuous basis.

Other states have left it to districts or schools to create their own «student learning objectives» or SLOs, such as portfolios of artwork or improvement in skills like playing scales on a trumpet.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

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.

As educators face new standards and classroom challenges, they will find solutions for prioritizing school improvement efforts, working with difficult students, bringing joy into teaching and learning, and teaching vocabulary effectively in these new professional development publications.

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.

ASU pioneered the iTeachAZ program, which the U.S. Department of Education's Office of Innovation and Improvement recognized as a model program in 2014.42 The program partners with local schools to utilize school sites for its undergraduate classes, where clinical faculty are based, and encourage practical applications of more theoretical pedagogy.43 The program places student teachers in local elementary and middle schools for an academic year, and partners students with mentor teachers to facilitate learning and provide guidance.

The author examines how the school overcame internal and external obstacles as it implemented changes in teaching and learning that led to sustained improvements in student achievement.

They defined effective professional development as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.

Teacher leadership can mean a lot of things, but one helpful description comes from The Aspen Institute, which defines it as «specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school system improvement.»