Sentences with phrase «based on classroom practice»

iObservation maps differentiated and targeted professional development resources to areas of need for each individual based on classroom practice, instructional techniques, and student achievement.

Not exact matches

Based on six components, their framework would give teachers information about their own strengths and weaknesses in the classroom and provide them with actionable steps to improve their practice.

«The Review panellists are ideal advisers on the best evidence - based practices for our students that will help guide how our schools and educators focus resources in classrooms.

Below are the eight procedures for modeling and practicing expectations based on classroom rules.

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

Content: This U.S. Department of Education - sponsored site, whose mission is translating research - based practices into practical tools to improve classroom instruction, draws heavily on material from the What Works Clearinghouse.

Based on his training, reading, and observations, have the teacher draw up a plan that lists three classroom management «best practices» that he will implement to improve the atmosphere in his classroom.

Their findings from Cincinnati offer new evidence that «evaluations based on well - executed classroom observations do identify effective teachers and teaching practices.»

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

A prepared inset day on encouraging staff to use lesson study and classroom based research to develop their own practice.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

We find that evaluations based on well - executed classroom observations do identify effective teachers and teaching practices.

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

Student - test - based measures of teacher performance are receiving increasing attention in part because there are, as yet, few complementary or alternative measures that can provide reliable and valid information on the effectiveness of a teacher's classroom practice.

One simple illustration is the absence, in many programs, of any substantive work on assessment and accountability and of helping administrators learn how, in Marc Tucker's words, to «recognize the elements of sound standards - based classroom organization and practice.»

We examine a unique intervention in Chicago Public Schools (CPS) to uncover the causal impact on school performance of an evaluation system based on highly structured classroom observations of teacher practice.

For nearly four decades prior to the introduction of the EITP, CPS teachers were observed and evaluated based on a checklist of 19 classroom practices.

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.

Everything I do in my classroom is based on research and best practices for kids.

This data can be reviewed on an individual school, classroom or student basis, and is designed to aid good decision - making, support best practice, demonstrate outstanding leadership, and keep students safe.

In the research reported here, we study one approach to teacher evaluation: practice - based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators.

Teachers at eMINTs schools had significantly higher scores on classroom observations and surveys on technology integration and inquiry - based learning practices.

Other districts have used Act 10's tools to subvert old tenure practices and reward teachers based on their effectiveness in the classroom.

With just under 30 days to go before the tests start, principal Elizabeth Michaelis wants teachers to zero - in on students who have been falling just short of proficiency, based on practice tests and classroom performance.

High - quality teaching occurs when teachers come to the classroom with a toolkit of knowledge and skills that they employ based on a set of effective practices and that lead, over time, to student learning.

In blended learning, we often see a flipped classroom in which eLearning prework includes knowledge - based content and the classroom portions focus on skills and practice.

Technology can be used to advance learning by bringing exciting curricula based on real - world problems into the classroom, providing scaffolds and tools to enhance learning, such as modeling programs and visualization tools, giving students and teachers more opportunities for feedback, reflection, and revision, and building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people expanding opportunities for teacher learning.

I love the fact that still in the UK people are not basing the classroom practices on the best research, just «what I think works».

Its proven, workshop - based approach connects research to practice using accessible language, interactive exercises, and tireless focus on translating knowledge to classroom practice for grades K — 12.

Her current research focuses on market - based education reforms in urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development of inclusive classroom practices.

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

The paper, by researchers Christopher Dede, Tina Grotzer, Amy Kamarainen, and Shari Metcalf, describes the ways in which EcoXPT can support classroom practices that the NRC connects with deeper learning: case - based approaches; self - directed, open - ended, and collaborative inquiry; apprenticed learning; interdisciplinary learning; and learning that's embedded with diagnostic assessments based on many sources.

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

The Marzano strategies are based on 40 years of research into best practices and have been tested in multiple on - site studies conducted in real classrooms across the U.S.

I am excited to shift my classroom practices based on examples and the philosophy shared in the interview.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

Other study commitments are based on assignments and activities based on the teachers» own classrooms, where new knowledge and practice is applied.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

This research - based program focuses on the premise of PLAN, TEACH, REFLECT, APPLY, with teachers examining their own classroom practice for the goal of student academic success.

Themes range from developing outstanding practice and planning curriculum lessons to flipping your classroom, and integrating digital media into teaching and learning - be it on a 1:1 or 20:1 basis.

I believe parents, community leaders and the business communities expect educators to change their classroom practices based on the needs of the students, which is ever - changing.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Learning Difficulties Australia is an association of teachers and other professionals dedicated to assisting students with learning difficulties through effective teaching practices based on scientific research, both in the classroom and through individualised instruction.

This design extends reflection on reform - based practices into teachers» first school placements, as science teachers tend to revert back to traditional practices as they experience the reality of the classroom (Simmons et al., 1999).

Beginning teachers need to learn new skills from master teachers, practice those skills, adjust their teaching methods based on actionable feedback, and gradually assume increased responsibility in the classroom and at the school level.

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

After reflecting on the literature's place in their own situated practice, teachers should determine if and how these research - based practices exist in their classrooms and schools and then try them.

An electronic survey was distributed to alumni across the country to gather a broad base of teachers» perspectives on the relevance and practice of arts integration in the classroom, and how they understand the impact this practice has on their students.

Dana is interested in practice - based teacher education and focuses on discourse in secondary mathematics classrooms.