Sentences with phrase «as teachers across grade»

This collaboration and spirit permeates our grade - level teams and content departments as teachers across grade levels and subjects actively share with their peers and instructional coaches to maximize student and professional growth.

Not exact matches

We should not leave it up to the students to accidentally stumble upon connections across disciplines, as my eighth - grade history student did when she realized that two of her teachers were independently teaching her about the Mayan civilization.

Those two words could just as easily describe the author's thoughtful affect on Paul Allison's Teachers Teaching Teachers or the degree to which his new book, Crafting Digital Writing: Composing Texts Across Media and Genres, methodically articulates how 4th - 12th grade instructors can introduce technology tools, mentor texts, composing practices, and heuristics for helping students write.

As a fourth - grade teacher, I can truly appreciate how a well - constructed project - based learning experience offers opportunities for stronger, more consistent reinforcement and support of important foundational learning skills and concepts across multiple disciplines and provides me more time for individualized and differentiated instruction for my learners.

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

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.»

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.

Instead of facing this challenge alone in his classroom, as often happens, he described how the districts» shared instructional framework, known as Beyond Textbooks, made it easy for him to enlist help from teachers across subject and grade levels.

You will explore how teachers across grades implement Total Participation Techniques (TPTs) as alternatives to «stand - and - deliver» teaching strategies.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»

This kind of informational learning can be found in collaborative teacher teams in schools across the country as well: an ELA teacher team discusses incorporating a new book into the curriculum or a grade team learns how to use a new software program to input grades.

Teachers had little training in classroom assessments, processes to moderate those assessments across teachers were not strong, and grade inflation began to occur year upon year as teachers felt they should be improving all tTeachers had little training in classroom assessments, processes to moderate those assessments across teachers were not strong, and grade inflation began to occur year upon year as teachers felt they should be improving all tteachers were not strong, and grade inflation began to occur year upon year as teachers felt they should be improving all tteachers felt they should be improving all the time.

+ 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.

Recognized for her leadership early on her journey, Kathryn was tapped to serve as a mentor for teachers across grade levels and also served as a School Improvement Chair.

In addition, because teachers are part of active professional communities such as grade - level teams and vertical articulation teams (across grade levels), they don't teach in isolation.

North Carolina public school leaders say a legislative mandate to decrease class sizes in the early grades may have a devastating impact on school systems across the state, forcing districts to spend millions more hiring teachers or cut scores of positions for those teaching «specialty» subjects such as arts, music and physical education.

SLOs, or Student Learning Objectives, are being used across states as a way to provide a student growth measure in non-tested grades and Read more about AIR offers Helpful Recommendations on Teacher Evaluation -LSB-...]

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

Nancy Chen, 5th Grade Teacher (2017 - 2018 participant) «As a new coach for K and 2, I appreciated the opportunity to look across grades and analyze the CCSS.

Collaboration in grade - level teams and as a whole staff allows teachers to integrate experiences across disciplines and grade levels.

Yet, what's not getting as much ink is that detractors are far from satisfied with the postponement, citing continued privacy concerns regarding the sharing of student records with inBloom — an Atlanta, Georgia - based technology nonprofit which stores and consolidates students» information from school districts across the country — and a continuation of standardized testing tied to teacher evaluations for third grade and up.

Accordingly, across the country we now have teachers, justifiably nervous, who without telling their students that their professional lives are on the line — which is true in many cases — or otherwise lying to their students (e.g., your grades on these tests will be used to place you into college)-- which is false in all cases — could face serious consequences, now because their students who as per Cuomo don't have to care about their test performance (e.g., for five years)

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Moreover, many teachers self - identified their grade levels as being across both elementary and secondary.

If these groups» resources keep growing, more of their favored reforms — such as closing failing schools, expanding charter schools and using test scores to grade teachers — will likely spread across the country.

Teachers are collaborating across grades and disciplines to build a culture of inclusion and exploration in their content and as a site.

She continues to support the school's highly collaborative culture where students and teachers are engaged in transdisciplinary projects across grade levels that produce real work while also maintaining her role as a 1st grade teacher in this public school.

For example, every Sunday night at 8 EST first grade teachers across the globe come together under the hashtag # 1stchat to discuss relevant topics such as «Guided Math» or «Literacy».

This book, the first volume in the NSTA Press USI series includes 25 formative assessment probes that can be used across multiple grade spans, as well as pre-service teacher education and teacher professional development in life, physical, earth, and space sciences.

Instead of facing this challenge alone in his classroom, as often happens, he described how the districts» shared online instructional framework, known as Beyond Textbooks, made it easy for him to enlist help from teachers across subject and grade levels.

This book, the third volume in the NSTA Press USI series includes 25 formative assessment probes that can be used across multiple grade spans, as well as pre-service teacher education and teacher professional development in life, physical, earth, and space sciences.

As teachers discuss their inquiry learning, they recognize that there is work to be done to ensure consistency between and across grade levels.

Collegial work groups (e.g., grade level teams, school improvement teams), sharing of expertise, networking of teachers and principals across schools, cross-role leadership and school improvement teams at school and district levels — all these and many other configurations of professional educators collaborating with one another on student achievement - focused district reform initiatives are indicative of a common emphasis on teamwork and professional community as one of the keys to continuous improvement.

Further, P - 3 requires ensuring that there is increased alignment across the continuum of learning settings so that, for example, teachers collaborate and share data across grade levels; standards and assessments are aligned across age levels; assessments are aligned with instruction; families partner with schools; schools partner with early learning / preschool programs; and children have smooth transitions as they move throughout the system.

Assisted teachers in aligning curriculum to the State Standard as well as aligning across the grade levels.