Sentences with phrase «best quality professional development»

We position ourselves as the providers of the best quality professional development services available.

Inevitably, this will mean that good quality professional development will need to be sought.

The implementation of good quality professional development will benefit teachers, school leaders and the government (as well as pupils and parents) and as such, all of the above should take responsibility for supporting its implementation and embedding a culture where it is valued and desired.

Not exact matches

Investment professionals who have long relied on Bloomberg for its suite of financial data and analytics now have access to research from Glass Lewis on matters not well covered by traditional investment research: accounting policies, financial statement transparency, corporate governance, litigation and regulatory developments, related - party transactions, executive compensation and board of director independence and quality, among others.

The report also says that in order to provide high - quality care, a highly qualified workforce is essential, meaning educators and staff must be well - compensated, have affordable opportunities to access higher education, and receive appropriate ongoing support and professional development.

In this lesson, find ways to assess these standards and run well - oiled after - school programs through quality - assurance assessments, data tracking, and continued professional development.

The professional development that it provided, while it was good quality, cost a lot of money and it wasn't always geared to us.

Countries need to act in both the short and long term, providing policies that induce the best individuals to enter the profession, providing the best training in both content and pedagogy, keeping these high - qualify individuals in the system, and providing high - quality professional development.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

Countries need to act in both the short and long term to induce the best individuals to enter and stay in the profession, to train them in both content and pedagogy, and to provide high - quality professional development.

The book makes three recommendations: a much smaller, selective, intellectually engaged, and better compensated teaching force supported by technology; an open, transparent, and accountable system of preparation and professional development that drives out inferior providers and rewards success; and increased responsibility for teacher development in the hands of principals, who may be the strongest determinant of teacher quality on the job.

Rather than today's system, which focuses on «input regulations» such as textbook mandates; seat time rules; cumbersome, outdated certification requirements; and professional development units, public officials should place greater emphasis on vastly improved data systems, better teacher evaluations, curricular quality, and meaningful accountability.

As important as better assessments are, they must work in tandem with high - quality curriculum; meaningful, job - embedded professional development; and all the other pieces that will support educators preparing to teach to these new standards.

The Programs in Professional Education (PPE) institute, The Leading Edge of Early Childhood Education, is structured to highlight the best of what we currently know about healthy child development and high - quality systems, schools and classrooms of early learning, while also bringing in new thinking from other fields to provide insights that bear on the design of preK improvement and expansion.

eLearning Design and Development, therefore, can only be perceived as a project, following all steps from design to deployment, under the supervision of the eLearning Project manager, the aim of whom is to coordinate a group of different professional experts in order to fulfill the eLearning project's requirements, that is to deliver the eLearning course on time, at the best possible quality, given the available resources, and within budget.

These include reducing licensure barriers, improving the quality of professional development and teacher preparation, luring and retaining good teachers by recognizing and rewarding them, and so forth.

«We could start to tackle the teacher - quality problem not by finding more superheroes able to master a hugely demanding job, or by placing boundless faith in training and professional development, but by rethinking the way we define the role so that more people might do it well.

«If we want to have high quality teachers in our schools we need to select the best graduates for teaching courses, ensure that courses are rigorous, and give beginning teachers support and professional development when they begin in the classroom.

«We understand that today's education and care professionals are extremely time - poor so we've combined the best of an exhibition with high - quality engaging speakers and activities that we hope people will find interesting and inspiring as well as contributing to their professional development needs, and all for free.»

If we really cared about teacher quality, we'd be better off to open pathways into the profession, support teacher professional development, and get rid of bad teachers.

It is also supported by the company Connect - i, which ensures total quality control over the development, as well as full compatibility of each of the available add - ons with Opigno's core.Connect - i also offers professional support for Opigno, available both as occasional troubleshooting, as support contracts, or as development of additional custom features.

Gates: We don't usually talk ahead about what I think we're going to do, but I'll say this: Some of the things Vicki [Phillips] and I heard in the last 48 hours... about the difference good - quality [professional development] makes, and how unbelievably time - constrained teachers are,... I think we'll probably go deeper in that.

Teachers don't get enough CPD and the Government recognises that quality is an issue; hence the well received Standard for Teachers» Professional Development.

A distinguishing trait of the world's best school systems - systems that regularly outperform the school systems in the United States - is that they «invest in high - quality preparation, mentoring and professional development for teachers and leaders, completely at government expense,» according to an international analysis.39 If U.S. school districts were to heed that finding, they would, for starters, provide mentoring for all novice principals for at least a year.

Leaders should also nurture different teaching models; encourage teachers to apply differentiation with flexibility, creativity, and choice; and provide teachers with high - quality professional development as well as time to collaborate, plan, and implement differentiation.

Teachers learn through self - directed professional development focused on the best practices for student - centered learning; including quality performance assessments, authentic project based learning, and adolescent social and emotional learning.

One of the best things we can do when designing our professional development is to anticipate the struggle, and create some supports to help teams «muddle through» — things such as quality models, videos of strategies in action, or ideally, coaching.

The best part about working at the Arizona K12 Center is... the ability to deliver flawless and high - quality professional development to a multitude of teachers.

The best part about working at the Arizona K12 Center is... collaborating with an optimistic, driven and diverse group of professionals to ensure Arizona's teachers are provided high - quality professional development opportunities.

But the Obama Administration still could have required waiver states to divert federal Title II funding used for teacher professional development from shoddy programs that do little to improve teacher performance into better - quality regimens.

Quality instructional leadership is a byproduct of quality professional development, as well as a comprehensive and supportive professional nQuality instructional leadership is a byproduct of quality professional development, as well as a comprehensive and supportive professional nquality professional development, as well as a comprehensive and supportive professional network.

The best way for the federal government to help create and maintain excellent principals is to require states and districts to provide principals with high - quality ongoing professional development, beginning with mentoring in the early years and lasting throughout a principal's career, and to provide funds to help states in that work.

High quality use of iPads and their applications require time for exploration, experimentation, and practice, as well as professional support and development adding another dimension to the work of teacher educators.

Examples of professional development that have been successful at raising student achievement can help policymakers and practitioners better understand what quality teacher professional learning looks like.

It is the responsibility of the school system to recruit, hire, and retain the best personnel available, and to provide all staff with high quality, job - embedded professional development.

NUT Cymru secretary David Evans added that there were «significant barriers» to promoting better collaboration between schools or better access to professional development «from a lack of high quality training provision, a lack of financial resources to release teachers or workload pressures making non-classroom activity almost impossible».

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The teacher - quality shop is well positioned to guide program - related professional development, while the CTE office can effectively maintain administrative components like keeping the work - based learning industry - aligned.

Carry out standards for customer service; quality improvement; professional development; environmental, safety and infection control practices; confidentiality, corporate compliance and all other John A. Coleman policies and procedures; attend all mandatory in - services to ensure regulatory compliance and best practices in working with students and their families

Driven by LATT's goal to improve program quality, we will offer professional development opportunities aligned with TXPOST standards and best practices in afterschool and summer programming.

Professional development must support effective qualities as well as the needs of the learners and constraints of the school system itself.

Research shows the professional development of staff leads to better practice with youth, improves program quality, and increases positive youth outcomes.

State virtual schools have been instrumental in establishing quality standards and developing best practices, including online teacher requirements and professional development, and course quality standards.

By linking our evaluations to professional development, every employee now has access to quality professional learning experiences aligned with their specific needs, as well as our district's targeted goals and effectiveness standards.

When teachers have the necessary time to engage in high quality professional learning — coupled with the supports to use that time well — such professional learning can result in marked improvements in student academic growth.40 This is why the National Education Association's Foundation for the Improvement of Education includes «adequate time for inquiry, reflection, and mentoring» as one of the components of high - quality professional development.41 When teachers have time to plan, practice, collaborate, and learn, both teachers and students benefit.

A better bet is on the people in your schools — spend the money on teachers and school leaders — excite them with opportunities and support for their innovation, inspire them with high quality professional development programs, minimize the bureaucratic burden placed on them, reduce their class sizes, and give them time to learn and collaborate with their colleagues.

For example, in higher - performing schools with better working conditions (e.g., more collaborative time with colleagues and opportunities for engagement in teacher - led professional development), teachers were much more likely to assess students before and after teaching lessons, embed assessments within informal instruction, and offer more individualized instruction (Southeast Center for Teaching Quality, n.d.).

Teachers can — and should — demand high quality professional development and policies driven by what is best for students.

Effective PreK - 3rd provides: High - quality and unified learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong principal leadership that includes supporting professional development time for teachers to plan for effective coordination across and between grades; and includes families and communities that share accountability with PreK - 3rd schools for children's educational success.

High - quality, collaborative professional development and teacher learning (as distinct from low - quality cultures of one - off CPD that are «done to» teachers) has been shown to raise young people's engagement and attainment, as well as raising the motivation and confidence of teachers.