Sentences with phrase «as teacher leader content»

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I mean, communicated from a divine source by Jesus Christ as God, through inspired prophets and wise men, apostles, teachers, the writers of the books of the Bible, councils of church leaders, popes, and so on, in such a way that the message has been transmitted in human language, clothed in the external forms of human thought, given, indeed, in the characteristic language and thought - forms of particular nations and cultures, but at the same time in such a way that its essential content has been unaffected by the human mind's fallibility, ignorance and feebleness of apprehension.

As a leader in educational multimedia for the classroom, WGBH supplies content to PBS LearningMedia, a national broadband service for teachers and students.

Each week, teacher leaders from content area teams, or «families,» as they call it, turn in a Curriculum Team Alignment Plan to the Director of Instruction.

As a result, team members looked to teacher leaders for their deep content expertise, which contributed to the success of these activities.

Working collaboratively with leaders from other teacher educator content associations as well as educational technology associations afforded AMTE participants an opportunity to learn about ways in which technology was employed in other disciplines, leading to further cross-disciplinary synergies.

Just as students» fundamental ideas about content must be surfaced, challenged, and reconstructed, so too for teacher leaders as they develop their fundamental understanding of instruction, content, and leadership.

This content knowledge expertise lends credibility to teacher leaders so that team members recognize them as a valuable knowledge resource.

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

Teacher leaders with deep content knowledge are able to speak confidently and articulately to content - related issues such as how concepts are developed across grade levels and how students learn the content.

As an external check on the KMD project's work to situate research on teachers» mathematics and science content knowledge, the external evaluator audited the KMD project team's narrative documentation of what is known from empirical research for all studies that examined the relationship between teacher leaders» practice and teachers» practice.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others.

In a comparison of highly successful middle schools (as measured by student achievement scores) to a national sample, Petzko (2004) found that the highly successful schools were more likely to have grade - level or content - area teams that were led by designated teacher leaders.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledgAs a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledgas supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

In a related study, Gigante and Firestone (2007) found that teacher leaders with content expertise were more likely than those without content expertise to provide support to teachers through strategies that occurred within the classroom, such as assisting in lesson planning or conducting classroom observation.

KIPP School Leadership Programs: Teacher Leader http://www.kipp.org/approach/highly-effective-teachers-and-leaders/kipp-leadership/ Designed exclusively for KIPP teachers in roles such as grade - level chair, department / content chair, or Saturday school coordinator, the KIPP Teacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their collTeacher Leader http://www.kipp.org/approach/highly-effective-teachers-and-leaders/kipp-leadership/ Designed exclusively for KIPP teachers in roles such as grade - level chair, department / content chair, or Saturday school coordinator, the KIPP Teacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their collTeacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their collteacher - leaders hone their instructional skills while learning new strategies to bring out the best in their colleagues.

Three studies indicated that teacher leader program developers attended to teacher leader knowledge of content and pedagogy as a strategy for preparing them to support the implementation of instructional materials.

Manno and Firestone (2006) compared the practice of teacher leaders identified as content experts, defined as holding a Bachelor's degree and certification in mathematics or science, to those without such degrees or certification.

Expanding their content knowledge in this manner gave the teacher leaders greater confidence to more deeply and accurately focus on content as part of leadership activities.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

After seven years in the classroom and then two years leading teachers in the field as a master educator with District of Columbia Public Schools, Angela spent six years with the National Academy of Advanced Teacher Education (NAATE), cultivating NAATE's strategic partnerships, developing content, and leading learning sessions for teachers and aspiring school leaders.

Fletcher, of UTLA, and other educators don't oppose outright the content within the agreement, which includes teacher - friendly provisions such as a commitment from the district to resolve any budget shortfalls without turning to teacher layoffs, and from school leaders to ensure teachers get the proper resources to fulfill new expectations under the Common Core State Standards.

When leaders from a variety of content - specific education organizations met at the National Technology Leadership Retreat 2001 to discuss technology's role in education, they were asked why more teacher educators were not integrating educational technology in their instruction (see Bell, 2001, for the full list of participants, as well as other issues discussed).

As part of a content area and leadership professional development partnership, we engaged the teachers in Avoyelles in a process that leaders, teachers, and coaches anywhere can use to analyze complex texts and think through how to support students.

The TEKS Toolbox website will continue to feature new and changing content to support Texas teachers as well as district and school leaders.

All K - 12 educators, ELL specialists, reading specialists, literacy leaders, content area teachers, and librarians, as well as building and district administrators are invited to attend.

Principal Coaching Support: regular observation to assess and monitor longitudinal improvements in practice, providing individualized support to teachers and teacher leaders based on upcoming content as needed.

«I see innovative lessons, I see our students engaged, I see them teaching relative content, and I'm just so proud of the teachers that we have this year as Teacher of the Year because they inspire me to be a better leader.»

Jim Hemgen, ASCD managing director of professional learning services, offered the following description of the content included in this institute: «This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

While teaching, she served as a mentor for aspiring urban teachers and led professional development on effective instruction and classroom management as a Content Team Leader (CTL).

Over time, new teacher leader roles became more narrowly focused on what the paper refers to as «content - focused, expert - led collaboration» instead of tackling both administrative and learning functions.

Interview 5 teachers or school leaders at high - performing middle schools in the District about the goals, structure, and content of their BTSN, as well as their attendance outreach.

Last year, Amanda lent her expertise in DC history as a content expert for BLISS: Building Literacy in the Social Studies, where she supported the work of a BLISS Teacher Leader who was developing a module for use throughout DC Public Schools (DCPS).

In Manno and Firestone (2006), teacher leaders with content expertise (defined as a degree and certification in mathematics or science) were found to be better equipped to lead subject - related school improvement than teacher leaders without such expertise.

As students work on different online content chosen strategically by school leaders, their progress via correct and incorrect responses is captured and provided in real - time to teachers in easily - accessed format.

Professional development is also provided to teacher leaders in the content areas that local reforms focus on, as well as in change process strategies.

Teaching Channel Teams is a private collaboration platform that transforms professional development with customizable video content as well as social sharing within safe networks and collaborative communities where teachers and teacher leaders can connect, share best practices, and interact with instructional video in a new way.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Policy, practice and teacher education leaders need to insure that K - 12 education includes intentional, strategic and research based pro-social instruction as well as intellectual content - based teaching and learning.