Sentences with phrase «building goals for student»

Moving forward with our building goals for student achievement and staff growth.

Not exact matches

The primary goal of the Leaders of Tomorrow (LOT) mentorship program ® is for students to learn how to build relationships effectively with business professionals in a practical, enjoyable and informative way.

While the main hiring priority of any school district should be hiring the most qualified teachers who can build up their students the most, building a teaching workforce that is reflective of the community in which they work must be a goal for districts.

CIVIC CENTER — Mayor Bill de Blasio could potentially use space in New York Public Library branches and New York City Housing Authority buildings to meet his goal of providing full - day universal pre-K to all city students by fall 2015, the mayor's office said Monday as de Blasio headed to Albany to make the case for his plan.

Work has begun on a new building for the center, which has a goal of 100 researchers, 100 Ph.D. students, and 300 Master's students by the end of 2013.

Of course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etc..

Teachers can follow up by building reflection time into their classroom practices, having students journal about or talk in circle about tough situations they face, and encouraging students to think deeply about their values and life goals, for example.

After the build, students reflected in their visual journals about how this space might work for them and what goals they would set for themselves.

That pragmatism has allowed her to navigate choppy education waters while continuing to build support for the law's ultimate goal of getting all students to grade level by 2013 — 14.

In the department's new framework, the top goal is to «ensure all English Learners are college and career ready for a global society by building on students» linguistic and cultural assets.»

More frequent assessments that start with easier goals and gradually increase in difficulty can also help build students» sense of control, as can opportunities for students to demonstrate their skills in low - stakes tests before taking an assessment that counts.

The goal is for students to place custom - built NYPL widgets on the Web sites they visit most often.

If we are charged with supporting, guiding, advocating for our students, building community, and helping our students set and achieve goals, then a scripted lesson plan will not get us there.

The progress data would provide the school leader with a guide to the staff changes that would further improve student learning, and the achievement of early goals would help build support for such changes.

As charter schools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outcomes.

Our lab actively advocates for honest, data - driven conversations about the failings of the current education delivery system, the impact of poverty on student learning, and the necessity for designing and building new systems that guarantee that our twin educational goals of equity and excellence are achieved for each and every child.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

«So, again pulling out the research about what are the goals for mathematics, what is global research about the effective teaching and learning of mathematics... while at the same time encouraging or expecting our teachers to provide our students with high challenge tasks and gradually build more and more of them into their repertoire...»

The goal of the Santa Fe Indian School is to prepare Native American students for the challenges of life outside their pueblos while at the same time helping build lifetime ties to their heritage.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

To accomplish this goal, participating states will deeply engage with employers and educators to build career pathways systems for high school - aged students.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

One of the main goals of the English Language Arts Common Core Standards is to build natural collaboration and discussion strategies within students, helping to prepare them for higher levels of education and collaboration in the workforce.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

Learner differences and needs: Systemic learner variability that, if planned for and supported, maximizes student learning and engagement, for example, differentiation, assistive technologies and accommodations; building motivation to learn by stimulating interest; multimodal content delivery; fostering learner awareness of their work preferences and recognition of how academic work aligns to personal goals.

We built our website with the aim of helping students compare colleges offering a course of study in a given field, as our goal was to understand the extent to which earnings data are useful for this purpose.

During our 9 year history, we like to build out full partnerships with schools in which we are able to align our support and training with the overall school goals to support academic achievement for all urban students.

With the new board of education about to unveil a primary district - wide strategic goal to prepare nearly all students ready for work or college without remediation, the district must invest in building more capacity to create high schools that can deliver these graduates.

Focusing the schools» and teachers» attention on goals and expectations for instruction and student achievement is part of Building a shared vision, Fostering acceptance of group goals, and Creating high performance expectations.

The first month of each school year is the critical time for establishing these goals and these resources include modeling specific routines, defining rules of engagement and setting up appropriate structures for whole group, small group, and independent reading blocks, ensuring that teachers get students on track to develop the habits of good learners and participate actively — and respectfully — in every literacy - building experience.

State leaders in the Partnership for Assessment of Readiness of College and Careers share one fundamental goal: building their collective capacity to dramatically increase the rates at which students graduate from high school prepared for success in college and the workplace

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

Building on the district's «Destination Excellence» vision of inspiring and preparing every student to love learning and achieve ambitious goals, Empower creates weekly opportunities for teams of teachers in a content area to lead collaborative learning and practice in rigorous standards and pedagogical best practices.

As families and teachers build trust, educators learn what modes of communications work best for families so that they can meaningfully communicate with families on the students» progress toward goals and where there's room for improvement.

They are inspiring others, building leadership, and holding stakeholders to high expectations for all students to accomplish their school vision and goals.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

The relationship with the teacher moves this journey forward to its desired conclusion, building a trajectory of hope for success in the student and eventually the goal of an independent and effective learner.

7.2 A formal transition process for students from entry to exit which includes the following elements: an orientation which consists of rapport building, assessment of the student, IEP review, information and record sharing regarding the student, short and long - term goal setting, development of an individualized student plan, and other mechanisms designed to orient the student to the alternative education setting is in place at exemplary schools.

Our school sets realistic goals for student and staff health that are built on accurate data and sound science.

«We all know the system is building itself, but our goals for student learning are challenging all of us.»

The primary goal of TURN is to create new union models that can take the lead in building and sustaining effective schools for all students.

A key goal of Committee for Children is to give every student access to social - emotional learning education so they can go on not only to work for companies like the ones honored at this event, but also so they will be able to build a better world tomorrow.

This study also shares steps, tips, and tools for engaging in student - led conferences, which help students build the capacity to advocate for themselves by giving them agency in discussing their learning and future goals with adults.

While a teacher providing goals for students helps focus attention on learning areas to grow, a Vision Board differs in that it allows children to set learning goals for themselves, which adds a sense of ownership and builds motivation.

We believe that building a strong partnership between the home and school enables us to achieve our goal of continuous achievement for all students.

At DreamBox, we build student - centric lessons and teacher - centric reporting to help realize the goal of high achievement for all students.

Casey Vier, Academic Dean of CACPCS, explains, «By building key professional learning goals around the tools in Tools for Conquering the Common Core, we have given all of our teachers an easy - to - understand set of classroom techniques to raise student achievement.»

Paul's goal has been to build a great neighborhood school for the students of the Back of the Yards community.

The six principles are (1) a common vision and goals throughout the district; (2) a comprehensive system for intervention and prevention with students; (3) collaborative teaming for teaching and learning; (4) data - driven decision making for continuous improvement; (5) engaging family and community members; and (6) building a sustainable leadership capacity.