Sentences with phrase «by curriculum team»

«The Word Generation program has proven so useful and accessible to schools in part because it was developed by our curriculum team in collaboration with Boston Public School teachers, who helped us brainstorm topics and pilot early units,» says Snow.

Not exact matches

The startup, called MBA Bee, comes out of Harvard's newly revised MBA curriculum in which student teams are given seed money by the school and then required to create a new product or service development project.

Led by the Project 2061 development team, the workshop will introduce participants to a pair of curriculum units designed to give students a coherent understanding of matter and energy and how they are conserved and transformed for growth and repair in living organisms.

Surveys by Rozelle's team have found that more than half of eighth graders in poor rural areas in China have IQs below 90, leaving them struggling to keep up with the fast - paced official curriculum.

By the time they reach third grade, English - language learners may begin to struggle with a more challenging reading curriculum, and because of this, their school may examine them more closely for comprehension challenges and may eventually refer them to the school's special education team for a learning disability diagnosis in their second language without fully assessing them in their native language.

The episodes will be disseminated to New England high school classrooms with the help of Harvard's Life Sciences Outreach (LSO) Program; on the website of the Amgen Biotech Experience, a curriculum that is implemented by over 70,000 students nationally and internationally; and by leveraging the considerable PR power of Harvard and the other institutions the team visits.

It's important to us to provide you with a current, professional curriculum led by a team who are leaders in their fields.

About Blog Free training content from the world's largest enterprise software company produced by the Oracle product development and curriculum teams.

The purchase includes an extraordinarily comprehensive, creative, and practical curriculum guide, written by Blueshift Education in collaboration with Donté, Molly, and the film team.

When Sparks and his team in Charlotte were revamping their curriculum to focus more deeply on socialemotional learning, abandoning lip - service measures such as the Character Trait Word of the Month and other window dressing in favor of devoting a full 45 minutes to Morning Meeting, they were questioned by some in the school district.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

I joined the library media specialist and Gifted and Talented Education coordinator, the associate principal, the curriculum coordinator, and grade - level teacher teams to review units using the Understanding by Design model.

Extensive studies of these same schools by two independent teams of researchers, one from Duke and MIT and one from MDRC, found that it is indeed possible to provide adolescents — even those who enter high school substantially behind — with a challenging curriculum that enables them to catch up, get on track, and graduate ready for college.

The meeting was chaired by the Deputy Director for School Standards and attended by the team leader of the DCSF's Schools Research Team, the DCSF International Comparisons Programme Manager, the Director of Assessment and Statistics at the National Foundation for Education Research, (their main external contractor), directors of the Training and Development Agency for Schools, and the Qualifications and Curriculum Authorteam leader of the DCSF's Schools Research Team, the DCSF International Comparisons Programme Manager, the Director of Assessment and Statistics at the National Foundation for Education Research, (their main external contractor), directors of the Training and Development Agency for Schools, and the Qualifications and Curriculum AuthorTeam, the DCSF International Comparisons Programme Manager, the Director of Assessment and Statistics at the National Foundation for Education Research, (their main external contractor), directors of the Training and Development Agency for Schools, and the Qualifications and Curriculum Authority.

Curriculum Team Alignment Plan - The curriculum team alignment plans are turned in by teacher leaders to the Director of Instruction eCurriculum Team Alignment Plan - The curriculum team alignment plans are turned in by teacher leaders to the Director of Instruction every wTeam Alignment Plan - The curriculum team alignment plans are turned in by teacher leaders to the Director of Instruction ecurriculum team alignment plans are turned in by teacher leaders to the Director of Instruction every wteam alignment plans are turned in by teacher leaders to the Director of Instruction every week.

These models are shaped by schools in which the head and senior management team are enthusiastic about design and understand the subject as integral to their curriculum, with intrinsic as well as cross-curricular benefits.

As industry moves more to team based workplaces these skills become even more important and schools and curriculum developers can't afford to let them pass us by.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

Inspired by the writing of self - directed learning pioneers like John Holt (How Children Learn, 1967) and Ivan Illich (Deschooling Society, 1970), Resnick and his team envision a school in which in - depth, project - based learning — propelled entirely by students themselves and using the full resources of the community — replaces the more stifling aspects of modern high schools, like subject silos and grade levels, a static curriculum, and teach - and - test tactics.

3 — Professional development: «Practical Strategies for Working With Shared Governance Teams,» institute, sponsored by the Association for Supervision and Curriculum Development, for all educators, to be held in Washington, D.C. Contact: A.S.C.D., 1250 North Pitt St., Alexandria, Va. 22314; [phone]; fax: [phone].

23 - 28 — Curriculum and instruction: «Curriculum Development Academy,» sponsored by the Association for Supervision and Curriculum Development, for teams of secondary educators chosen by application to A.S.C.D., to be held in Geneseo, N.Y. Application deadine: April 1.

The National Institute's curriculum is designed to be delivered over two years, first by our staff to leadership teams from the school districts with which we work and then by the leadership team to its principals.

As a doctoral student, I participated on the Writing and Reading Across the Curriculum Teacher Researcher Team led by Jane Hansen, Professor Emeritus at the University of Virginia and Reading Hall of Fame Member.

The board of education or BOCES shall appoint the members of the team, a majority of which shall be teachers, which shall include the superintendent of schools or his or her designee in the case of school districts or the district superintendent or his or her designee in the case of BOCES; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district or in their absence, by the superintendent in the case of a school district or district superintendent in the case of a BOCES; and one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by the district or teachers» collective bargaining organization or both.

Notwithstanding the requirements of clause (b) of this subparagraph, members of the professional development team employed in or representing a school under registration review, pursuant to subdivision (p) of this section, including but not limited to teachers, administrators, curriculum specialists and parents, shall not be designated for appointment as prescribed in clause (b) of this subparagraph but shall instead be recommended by the chancellor for appointment by the board of education of the community school district in the case of community school districts, and appointed by the chancellor without being designated by any other party in the case of high school divisions, special education divisions and the chancellor's district.

The team, a majority of which shall be teachers, shall include the superintendent of the district for which the team was formed or his or her designee; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district, or, in their absence, by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district; one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by either or both the teachers» collective bargaining organization, or by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district.

Our curriculum, taught by a dedicated team of educators, features after - school programs until 6 pm with homework support.

In addition to supporting EL schools, Berger and his team have been producing open resource Common Core literacy curriculum that is now widely used by New York schools in grades 3 - 8.

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.

According to an article in the New York Times by Charles Duhigg a Pulitzer Prize winner on the staff of the New York Times, «Business schools have revised their curriculums to emphasize team - focused learning».

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

Both Cruz and others on her team were actively collecting and looking at state and local performance indicators, but they lacked the capacity to gather or use information that would to help them interpret those indicators, which limited their ability to explain performance problems (other than by reference to curriculum alignment).

The team establishes a guaranteed and viable curriculum, unit by unit, so all students have access to the same knowledge and skills regardless of the teacher to whom they are assigned.

Created by a team of curriculum experts, these books feature step - by - step standards - aligned instruction, full - length practice tests for all question types — Interactive Reading, Literary Analysis, Narrative Writing, and Research Simulation, expert guidance for dealing with authentic texts, including tips, strategies, and graphic organizers, and easy - to - navigate lessons equip students with the research and writing skills needed to ensure success on the PARCC ® ELA Assessments.

«By teaming with CEI, Curriculum Crafter will have greater access to some of the foremost elementary and middle school principals in the nation,» said Donn Smith, CEO of Curriculum Crafter.

This sample Math - in - CTE curriculum map was created by teacher teams composed of marketing and math teachers from Colorado.

This sample Math - in - CTE curriculum map was created by teacher teams composed of manufacturing and math teachers.

This sample Math - in - CTE curriculum map was created by teacher teams composed of business and math teachers from Missouri.

This sample Math - in - CTE curriculum map was created by teacher teams composed of STEM and math teachers from Utah.

QuaverMusic.com and all our curriculum resources are developed and maintained by a team of in - house systems developers that are solely dedicated to our single mission.

This sample Math - in - CTE curriculum map was created by Family and Consumer Science (FACS) and math teacher teams from Utah.

This sample Math - in - CTE curriculum map was created by teacher teams composed of information technology and math teachers from Iowa.

This sample Math - in - CTE curriculum map was created by teacher teams composed of hospitality and tourism (Culinary / ProStart) and math teachers from Utah.

The system consists of four integrated components: local assessments developed by local schools based on state curriculum frameworks; a school quality review process involving periodic intensive onsite visits by teams of external reviewers; limited standardized testing in literacy and numeracy; and, annual reporting by schools to their communities.

This sample Math - in - CTE curriculum map was created by teacher teams composed of health science and math teachers from Missouri.

The SightWords.com team is dedicated to developing child literacy curricula that are research - based and classroom - proven, with clear and simple instructions and accompanied by attractive and easy - to - use materials.

Narrated by professional voice over artists and with visuals produced by our award - winning in - house design team, every Pod is mapped to GCSE and IGCSE exam boards and we are committed to keeping up with curriculum and technology changes.

This is a question that has become especially important last week when Fordham's Kathleen Porter - Magee took aim at textbook publisher Heinemann and a team led by writing curricula player Lucy Calkins for publishing a new polemic that attempts an «ideological co-opting» of the standards and tries to defend the publisher's «existing — and poorly aligned — materials».

The curriculum is inquiry - based and planned collaboratively by the teaching team and IB Coordinator.

Superkids ® is a comprehensive English language arts curriculum crafted for grades K — 2 using evidence - based literacy practices and supported by a dedicated literacy team.