Sentences with phrase «changing needs of educators»

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Policy - makers, educators, and parents need to take those changes into account, Steinberg says, because our current approaches are leaving teens at the bottom of the misery index.

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

Arguing for the need to focus on «solutions rather than on catastrophic consequences of climate change,» Wibeck suggests effective methods for moving forward with climate change communication, emphasising a need for strategic interaction between communicators and educators, arguing that it is necessary if the public role in challenging global climate change is going to increase.

The Zaentz Academy marks a large and important departure from traditional strategies that under - attend to the professional - learning needs of early educators and early education leaders, and in this sense, we think that the ripple effects of the gift will be most immediately and profoundly experienced by children via the changed practices and decisions of the adults who participate in the academy's work.

Educational technology — and the technology needs of educators — have changed dramatically in the four years since that first article was published.

The Carl D. Perkins Vocational Education Act — named for the late chairman of the House Education and Labor Committee and signed by President Reagan on Oct. 19 — will give employers the opportunity «to assist educators in their task of modernizing curricula for rapidly changing technologies and to help design programs that equip students for actual job needs,» William H. Kohlberg,...

As these new models have emerged, educators have been required to hone their skills and adapt to ever changing sets of priorities, needs and expectations.

Educators sensitive to these changing needs are embracing the cognitive domain of Bloom's Taxonomy as revised by Lorin Anderson and David Krathwohl.

Educators, opinion leaders, and political officials have reached «a near consensus» about the need for change, Scott D. Thomson, the executive secretary of the National Policy Board for Educational Administration, which published the book, writes in its preface.

Organizations need to keep abreast of such changes, update curricula timely, and accordingly train educators.

What educators need to look for in terms of risk factors are extreme or prolonged changes in behavior that are getting in the way of the young person's daily functioning.

They are great sources of relevant information that educators need to promote change and improve their own methodology.

In addition, educators need to want to change their practice, beginning from within instead of with leadership mandates.

As a result educators must recognize this shift, anticipate needed changes, and lead by example in order to meet the diverse needs of key stakeholders in the 21st Century.

In light of these socio - cultural changes, educators need to «keep abreast of change» and embrace curriculum design which integrates the authentic ways that students use AR in their «out of school» experiences as a tool that connects them with peers and content as a means to achieve, both short and long term, learning goals.

To be part of the change, educators need to be part of the process.

Radical changes are needed in teacher education and professional development to prepare educators to meet students» literacy needs throughout the K - 12 years, the latest in a series of books from the National Academy of Education concludes.

For reform - minded educators to the center and right of the political spectrum, calling Payzant's efforts a success refutes the notion that radical changes are needed to improve urban education.

«Educators want to know what the law is, how it's changing, how they can best address the emotional needs of these kids, and how they can support the families,» she says.

Recognizing that change needs to be nurtured over time, Wallace Foundation is now funding a new Illinois School Leadership Advisory Council (ISLAC), developed by the Illinois State Board of Education, the Board of Higher Education, Advance Illinois, and Illinois State University, with broad representation from educators throughout the state.

We are providing WCPSS educators with resources needed to engage students in innovative ways that address the rate of change in education and the modern workforce.

To understand elements of systemic change, each educator needs to clarify the issues.

When it comes to empowering educators with the freedom to try new things and adapt to the changing needs of students, charter schools play an important role in education reform.

I believe parents, community leaders and the business communities expect educators to change their classroom practices based on the needs of the students, which is ever - changing.

Understanding Common Core State Standards, by McREL's John Kendall, tells K — 12 administrators and educators everything they need to know about the new standards and what they can do to make the most of this opportunity for change.

There needs to be a single measure of annual school performance that is both easy to understand and detailed enough to give educators, superintendents and school boards the ability to make the appropriate changes when schools don't meet expectations.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

When we, as educators, change the way we provide feedback to look at where students currently are, what they understand, and what they need to do next, we have a much clearer picture of the strengths and areas for growth of each student.

To scale this kind of change broadly, we need tools to help educators visualize and implement these practices in their classrooms.

Policymakers must recognize and value the expertise of educators by providing them with the professional development and leadership training opportunities and resources they require to meet the ever - changing needs of students and the profession for the careers of tomorrow.

Digital Leadership: Changing Paradigms for Changing Times: Educators must lead by example in order to meet the diverse needs of key stakeholders in the 21st century.

Bernal hopes that by listening to what teachers have to say and pursuing needed changes to school finance law and assessment, the state could be a better friend to public education instead of continual adversary in the eyes of educators.

What's the buy - in from the beginning point of the resources that are needed to building the investment among educators as to why transformative change is really critical?»

Educators engaged in implementing the PLC process need specific, practical strategies for overcoming the inherent challenges of substantive change.

Charter schools could change that paradigm by showing us how to individually assess the professional development needs of educators, find new routes of providing that (such as micro-credentialing) and then recognizing that growth through a new salary design.

Because the report is based on real - time data and updated every time a student's Lexile level changes, educators can continually monitor the impact of their instruction and adjust as needed throughout the school year.

«Following a comprehensive search, the board selected Deborah Delisle for her extensive knowledge of what educators truly need to succeed in their ever - changing roles,» said Nancy Gibson, ASCD President.

Educators need to become agents of change in regards to our discipline and approach to black students and especially to black male students.

Through these programs, Eskolta helps equip educators with the tools and knowledge they need to become leaders of sustainable school change.

With the ever - changing world of technology, educators, administrators and parents need to be on the forefront of the latest trends so we can help foster a positive online experience as they navigate this technology - driven world.

In this webinar from August 23, 2017, Patty Maxfield, CEL's director of teacher evaluation, highlights changes from the previous version of the 5D + Rubric and explains what educators using the tool in their practice need to keep in mind when switching to the updated rubric.

Emilio Pack's two decades of experience in public education inform his belief that by investing in educators as leaders and giving them the site - level autonomy to put student needs first, we can achieve systemic reform and change.

The mission of Ohio Connections Academy (OCA) is to partner «with families, students and educators to provide a high - quality and personalized online education that meets the individual needs of students and empowers them with the skills required for success in a changing world.»

So, at both the federal and state levels, new laws have opened a window for change, and provide an opportunity for parents, educators, business leaders and grassroots organizations to come together and advocate for the educational needs of their students and schools.

Sizer's contrasting portraits of schools offer powerful evidence of what needs to be changed and how much is possible when educators get serious about high school reform.

«What we are trying to do is change the culture of teaching by giving all educators the feedback they need to get better while rewarding and incentivizing the best to teach in high - need schools, hard to staff subjects.

As new forms of literacies grow and change, educators need to be less focused on enlarging content knowledge among their students and more focused on involving students in the process of their own knowledge growth.

-LSB-...] What K - 12 Educators Can DoNEA's Priority Schools Campaign needs the commitment of K - 12 educators to help make real and lasting change for Priority school students and their Educators Can DoNEA's Priority Schools Campaign needs the commitment of K - 12 educators to help make real and lasting change for Priority school students and their educators to help make real and lasting change for Priority school students and their teachers.

Sadlier's ongoing success has been tied to our ability to change with the times to meet the present - day needs of educators and students.

NEA's Priority Schools Campaign needs the commitment of K - 12 educators to help make real and lasting change for Priority school students and their teachers.