Sentences with phrase «at the classroom level as»

Let's Go Learn's diagnostic assessments allow districts to support student at the classroom level as well as at the site level with course selections.

These ideas can be applied at the classroom level as well and can be a great way for teachers to learn more about individual students and classes.

Not exact matches

At the federal level, the Department of Education can implement STEM as a requirement in America's classrooms, and fund more initiatives like Race to the Top, a $ 4 billion dollar program that to incentivizes states to develop next - generation educational standards.

First, the correction - I'd originally reported that the district would no longer continue its practice of requiring kids to take a package of animal crackers as part of the in - classroom, universal breakfast service that was instituted last year at the elementary level.

By making small tweaks to the menu to feature student favorites, and moving assembly to the front of the house, participation at the high school has increased by 100 - 125 breakfasts per day; breakfast - in - the - classroom is increasing participation at the elementary and middle school level as well — it's up 55 percent at Lake Elementary!

As a K — 12 district math coach, I travel to 67 classrooms and participate in math instruction at different grade levels.

As Heather Staker and I have written, the models of blended learning most likely to scale into the core academic subjects at all levels of schooling in the near term are sustaining innovations, in which online learning is essentially an augmentation to the traditional classroom, but there is still a fundamental shift in the learning model from the student's perspective.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

The following «classroom professions» can change as needed and are presented as guidelines and ideas for exploring and adapting at all grade levels.

The recommendation, exemplified through the worked example of The Brookings Soft Skills Report Card, is to use measures of soft skills that are naturally occurring, easily observed, at low levels of abstraction, relevant to the expressed mission and instructional goals of a teacher or school, and useful as feedback at the classroom and parental levels.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

«There was definitely a higher level of instruction going on in the Louisiana classrooms we visited as compared with what many other states» CAOs were seeing at home.

Prior to becoming a superintendent, she worked in many different facets of education including as classroom teacher at both the elementary and middle school levels, principal at the middle school level, director of the Upward Bound Program for first - generation college - bound students, and director of the Basic Skills Academy for at - risk high school youth.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

As at any level of K - 12 education, teachers» technology skills and interest also play a major role in how much computers are used in the high school classroom.

In this post I cited a report which asserted that, in some American classrooms, as many as fifty percent of students are performing above grade level, and, in the majority of schools, at least ten percent are.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

As technology becomes increasingly common in instruction at all levels of education from kindergarten to college, the modern classroom is changing.

Instead, educators need to find a way of making mentoring part of the national educational conversation, as well as ensuring that it is happening at the grass roots level, because if educational reform is not taking place in the classroom, then it's not really happening.

These inconsistencies often result in wide discrepancies in letter grade meaning, as classmates at different skill levels receive similar letter grades, while students in different classrooms, at the same skill level, receive different letter grades.

Achieving a vision of excellence for all students continues to elude most districts, even as we learn more about what such change looks like at the classroom level.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

The model was developed for rural schools because Colbert and her cofounders recognized that children in these communities have unique circumstances surrounding their schooling, such as the need to leave school during harvest season to work the family farm or single - classroom schools that serve many grade levels at once.

The Good Work Toolkit, created in 2004, draws on real - life situations from original in - depth qualitative interviews, and educators and professionals at all levels have since incorporated the materials into classrooms and conferences as a way to get communities thinking about the nature of good work in particular environments and institutions.

By applying more creative thinking, where pupils are receiving targeted provision which is all about closing the gaps and where this is common for many of the pupils in the school, it should lead to a reduction in the number of pupils registered as having SEN; finally addressing the nagging sense SENCOs have had that really what is required is the best provision at the classroom level.

Researchers created the Good Work Toolkit in 2004, drawing on real - life situations from original in - depth qualitative interviews, and educators and professionals at all levels have since incorporated the materials into classrooms and conferences as a way to get communities thinking about the nature of good work in particular environments and institutions.

The selective entry avoided many of the problems existing at the primary level, such as overcrowded classrooms, damaged infrastructure, and overwhelmed teachers.

(2) instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with school counselors;

Audience response systems (ARS), or clickers as they are commonly called, have been used in a variety of fields and at all levels of education, offering a tool for engaging students in a large classroom.

Brandon began his career in education as a classroom teacher and has taught at the elementary, middle, and collegiate level.

Yet, the genius of the Founders was to devise a system that grants citizens at the levels of the state, the school district, and the classroom the freedom to teach not only history, but also every other subject as they see fit.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

By serving as a sort of mega-district for a large number of schools, and thus putting scale to good use, a for - profit firm could free up more education dollars for use at the school and classroom level.

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.

Still, if states» higher standards and tougher tests are leading to real changes in the classroom — especially as schools adopt high quality curriculum like Eureka Math — we ought to start seeing a bump soon, at least at the fourth grade level.

At the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to theAt the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to theat «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to them.

«I've seen kids who might not have achieved as highly in a regular classroom really achieve at a much higher level because they had the extra help and the extra options of the videos and time in class to talk about what they didn't understand, not just to try to copy down notes as quickly as they could,» Gironda said.

Her 42 years of public school experience at the classroom, school, district and county levels as well as her involvement in numerous state committees will serve her well to advance the vision of Californians Together.

We feel now, as we felt then, that until we value, support and accredit the sorts of in - classroom excellence at least as much as we do leadership and management, teaching will never enjoy equal levels of status or success as other professions.

Judy O'Neal serves as our Director of Advanced Academics and comes to us with over 30 years of experience in education as a classroom teacher, campus administrator, district Gifted and Talented education facilitator, and most recently as an advanced academics specialist at the regional level.

At the Brooke schools, computer science is treated as a core academic subject, taught by classroom teachers at each grade level, not by specialistAt the Brooke schools, computer science is treated as a core academic subject, taught by classroom teachers at each grade level, not by specialistat each grade level, not by specialists.

The one school in the district we studied that was diverse at the school and classroom level and seen as a «good» school also had a long waiting list of white students.

On the Same Page 2.0, is provided as a guide for educational stakeholders to work at a district, school, and / or classroom level to deeply implement higher, more rigorous standards systematically and systemically.

And then at the school and classroom level, people have to see data about student performance as a tool for continuous improvement, and not as a «gotcha» exercise.

Many of us bring years (even decades) of meaningful work experience into our classrooms, yet we are required to start at the same «fresh out of college» level on the salary guide as recent graduates entering their first full time jobs

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Teachers are expected to teach more economics as part of their social studies curriculum and the NeEconEd website helps teachers learn what is expected at each grade level and link quickly to good materials to use in the classroom.

Undergraduate students preparing for a teaching career with bilingual children in the English as a Second Language (ESL) and Structured English Immersion (SEI) classroom settings at the elementary, middle, or high school levels.

[17] We illustrate this in Figure 2, which shows the relationship between teachers» future classroom effectiveness (at the elementary level) as measured by value - added and their initial performance on licensure tests.