Sentences with phrase «changes in district curriculum»

We also expected and guided participants to plan for changes in individual teaching practice, changes in school and district professional development strategies, and finally, changes in district curriculum efforts.

Not exact matches

In her role as a monitor for the East Ramapo schools, George - Fields helped the district and school board in thinking through what programs were already in place and creating a plan for progress and change, particularly in terms of curriculum and instructioIn her role as a monitor for the East Ramapo schools, George - Fields helped the district and school board in thinking through what programs were already in place and creating a plan for progress and change, particularly in terms of curriculum and instructioin thinking through what programs were already in place and creating a plan for progress and change, particularly in terms of curriculum and instructioin place and creating a plan for progress and change, particularly in terms of curriculum and instructioin terms of curriculum and instruction.

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

Mica Ghimenti, a parent in the Clovis Unified school district, joined two other parents and the ACLU in filing a lawsuit to change the district's sex education curriculum.

«There's still plenty of work ahead and some pretty radical changes taking place,» explained Mike Martin, director of curriculum and technology at Montpelier Public Schools in Vermont, whose district starting transitioning to a competency - based model in 2013.

A year after the death of Michael Brown, Inda Schaenen, a teacher in a neighboring district, is changing her curriculum to embolden her classroom.

State officials can subvert the law through interpretations that don't conform to its intent; school districts can change their policies without making genuine changes in curriculum; or teachers can ignore the mandates, closing their classroom doors and doing as they please.

«We wanted to get data back faster, including analysis, so that districts could make managerial decisions and make changes in practice with their curriculum.

Hamilton School District superintendent Kathleen Cooke said the changes had afforded teachers a greater role in developing curricula and a greater impact on school - level decisions.

The Newport - Mesa Unified School District may consider changes in its curriculum and other practices after hearing a presentation from a Stanford - based nonprofit that works to help schools and families create a more balanced life for students.

Two gaps in coherence that the superintendent is addressing with state and district staff: 8th grade algebra and EOC exam, ensuring change at district level to align curriculum with state exams.

Jimmie Dee Kelley, Hardin County's director of curriculum and instruction / GT, said schools in her district were assessing learning styles but weren't changing their teaching before the district began incorporating Thoughtful Education practices into instruction.

Margaret Kilgo, well - known TX strategist and educator, develops and presents seminars and workshops for districts» teachers and administrators to be better able to excel in today's changing educational arena; topics include: creating curricula to meet state standards, making district / site decisions that are data - driven, and designing district assessments that align with state assessments.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

Following the data in this district, for example, has led to changes in curriculum to better address student needs.

In addition to structural changes from large schools to small schools or small learning communities, the district focused on improvements to leadership development for school leaders, curriculum and instruction, and relationships between students and adults in the buildinIn addition to structural changes from large schools to small schools or small learning communities, the district focused on improvements to leadership development for school leaders, curriculum and instruction, and relationships between students and adults in the buildinin the building.

«Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era» finds that since the enactment of NCLB, 62 percent of school districts increased the amount of time spent in elementary schools on subjects that are tested for accountability, while 44 percent of school districts cut time on science, social studies, art and music, physical education, lunch, or recess.

And parents don't know that our district will be the model for all others — because we do it best — we will collect SSP data in the form of social and emotional surveys, we will change our curriculum to socially engineer our children with social and emotional instruction without parents suspecting a thing, we will assess and survey up the wazoo about academics, school climate, cyberbullying, etc. while willing parents stand by, we will enhance our teacher evaluation program and refine it into a well - oiled teacher manipulation machine, and since our kids would do well no matter what because we have uber - involved parents, it will look like everything the Administrators are doing at the State's recommendation causes the success.

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 requireIn 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 requirein school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Confronted with changes in state mathematics standards, educators in Shelby County Schools, Tennessee's largest district, leapt at the opportunity to introduce a more rigorous and high - quality curriculum.

Over the last four years, the Park City School District has undergone intense change with dual language immersion (DLI), all - day kindergarten, removing 25 Reading and ESL instructors in grades 1 through 5, new curricula, new grading system, new testing and assessment tools.

Jonathan coaches incoming teachers and their mentors, facilitates test development, assists in planning changes to curricula in all grades and subject areas, writes and oversees grants, trains presenters, helps administrators refine teacher support systems, and interprets state regulations for area districts.

The vision for student achievement in your district is what drives changes in instructional strategies, which in turn drives changes to curriculum.

REA explored teachers» usage of project resources, classroom implementation of new strategies for teaching history, district - level curriculum and instruction changes, and changes in students» interest in history and historical thinking, using surveys, interviews, case studies, and online activities.

To be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design, curriculum, and coaching.

While much attention has been been on the curriculum revisions taking place nationwide to align with the Common Core State Standards, individual school district curriculum changes are what parents need to understand in planning academic decisions for their children.

At the start, many cynics said it could never work — that no one would withdraw from the district's excellent schools and travel great distances for a simple change in curriculum.

She has led district - wide and international school - wide change in the areas of student support services (both special education and EAL), strategic planning, accreditation, curriculum review, and professional learning.

District protects schools from rapid and dramatic changes in curriculum and student population

In their interviews, District C's teachers often talked about their work toward change in the context of curriculum units, and their efforts to implement theIn their interviews, District C's teachers often talked about their work toward change in the context of curriculum units, and their efforts to implement thein the context of curriculum units, and their efforts to implement them.

The district helps schools respond to rapid and dramatic changes in curriculum and student population.

«We felt that if we changed what was happening in the classroom, it would be fertile ground for what was happening with the standards,» says Pamela Seki, assistant superintendent at the district's curriculum office.

The expectation that individual teachers, their classroom practices, and their districts» approaches to curriculum, assessment, and professional development would change in response to our work together was made explicit through multiple invitations to write for publication, to speak as representatives of MELAF at State Board of Education meetings, to experiment with classroom practice, and to design new curriculum plans.

Here are some steps you can take to learn more about the sex education curriculum in your district and to take action to support or change the status quo.