Sentences with phrase «changing instructional practice»

Creating a sustainable system that engages in the ownership of improvement and teachers as the agents of changing their instructional practice is intentionally built in to this process so that the school community truly experiences success now... and into the future.

«The sharp falloff in mathematics achievement in the U.s. begins as students reach late middle school, where, for more and more stu - District implementation changing instructional practice requires extensive supports for teachers.

These pilots will focus specifically on changing instructional practice to personalize student learning.

The HOT Approach: Changing Instructional Practice Through Strong Arts, Arts Integration and Democratic Practice, has evolved from HOT Schools (™) and serves as the genesis for developing COA's Arts Education programs and services.

Districts, teacher leaders, and distributed leadership: Changing instructional practice.

In this context, a highly effective organizational learning environment is one in which teachers engage in learning behaviors such as speaking up, asking for help, admitting errors, and trying out new ideas that incorporate new knowledge to change their instructional practice.

Such policies do help focus teachers» energy and attention on the appropriate content, but teachers may need help in learning to change their instructional practice.

But if we see a lot of failure on the Common Core assessments in 2015 and 2016 and little movement on NAEP, we'll now have a reasonable hypothesis to explain it: Schools didn't change their instructional practices, at least as they relate to assigning students more challenging texts.

Professional development must address application of learning to change instructional practice.

Teachers did not report changing their instructional practices as a result of evaluations.

Not exact matches

In an editorial accompanying the study, Russell Pate and Dr. Jennifer O'Neil of the Department of Exercise Science at the University of South Carolina said the study showed the «need to learn ways in which the doses of physical activity provided during youth sports and activity programs can be most effectively increased by modifying the manner in which the practices and contests are conducted... [such as] by changes in instructional practices that produce greater emphasis on keeping youth active while they learn individual skills and team strategies.»

Pedagogical practices and instructional change of physics faculty.

Subsequent instructional rounds identified positive changes in classroom practice.

For students to embrace the skills needed in a changing technology landscape, teachers must coordinate knowledge, instructional practices, and technologies to positively influence academic achievement.

Instructional rounds is an embedded practice at Camdenville, used to drive school change.

In a forum released today by Education Next, Nonie Lesaux of Harvard's Graduate School of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispanics.

Only one - third of the programs had well - developed evaluations that produced measurable effects on student achievement or change in instructional practices.

The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.

So it seems to me that any reader interested in educational best practice who found their appetite whetted by this article with its breadth of reference, should pursue and encourage others to pursue some of the particular areas touched on, with a view to improved / changed / refreshed teaching and instructional practice.»

They embrace the 10 % challenge put forth to them each year: «What ten - percent of your instructional practice or work with each student will you change this year?»

Corwin partners with schools and systems to deliver training and tools that build capacity, have positive change on instructional practices, and put students at the heart of all we do.

The conditions, behaviors, and practices required by an effective coaching program can affect the culture of a school or system, thus embedding instructional change within broader efforts to improve school - based culture and conditions.

Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve.

With sweeping changes in last two years on account of Mobile learning and need to adapt Instructional Design practice to create effective multi-device builds (running on tablets as well as PCs / laptops), we thought of adding a section on «Emerging Trends» that will address the topical buzz.

Whether redesigning their instructional model, changing human capital policies and practices, or preparing for replication, charters need time to prepare for new initiatives.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

As teachers and students become more comfortable sharing opinions and ideas, involving students in the instructional change process should become a routine part of our practice.

Moreover, research suggests that changes in school culture and classroom instructional practice are necessary requirements for improving pupil achievement, and that just redistributing decisionmaking power and resources is not enough.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

Using DreamBox in our math instructional blocks has allowed us to change practice, close gaps and target instruction to each child's specific ability level.

Direct - to - student programs and changes in instructional practices have been linked to long - term gains in academic performance and reductions in achievement gaps on the basis of race / ethnicity, gender, and being the first in one's family to go to college.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

The survey data suggest that these positive effects may be explained by a combination of increased instructional per - pupil spending and changes in practice, shedding some light on how physical proximity can inspire change.

Educational accountability systems serve many purposes, one of which is to signal to educators what is important in a way that will lead to desired changes in instructional practice.

You only see how they get in the way when you look hard at instructional practice and ask what needs to change in order for the practice to improve.

In five of these 11 studies, changes in teachers» «instructional practices» were linked to their use of particular curriculum materials (Adey, 1997; Balfanz et al., 2006; Copeland & Gray, 2002; Gersten & Kelly, 1992; Gillis et al., 1991).

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

Video cases, in particular, may have value in presenting vivid, concrete images of desirable instructional practices that may help change the minds of prospective teachers.

Classroom teacher 4 showed the most change in her instructional practices between the fall and spring semester in all three of her reading groups.

Some of the probes have been changed for readability and better distracters, the NGSS and Framework connections have been added, the research summaris have been updated with current research, and the instructional suggestions have been updated including connections to practices and phenomena.

Future researchers will need to address the challenge, finding meaningful ways to document student achievement while documenting formative measures of progress such as parents» understanding of instructional goals, teachers» priorities and their practice, teacher understanding, and surface - level changes in materials and activities.

Rather, it takes time and commitment to effect deep structural changes, such as transforming a professional culture to one that values the collective efficacy of the educators and continuous learning about best instructional practice.

Then, in July of 2006, a new superintendent, assistant superintendent, and director of special education were hired and began the hard work of changing the ways in which adults worked together to raise the level of instructional practice and student performance across the district.

While teacher leaders can certainly engage in effective leadership work without the support of their principal, the resulting work typically does not lead to either broad or lasting, changes in instructional practices.

Systems Change for Literacy Gains Strong literacy programs can be the foundation for improved instructional practices and better student outcomes schoolwide.

But assessment practices have changed radically, and are more integrated into instructional models than ever before.

Starting small is often the best way to create real change in instructional practice, particularly for new teachers or those new to data - driven instruction.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.