Sentences with phrase «classroom academic development»
In a school setting, these professionals work with teachers and school boards to assess curricula, improve technology, and help with classroom academic development.
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«Afterschool classrooms observed to be positive, responsive, and organized had youth with greater academic skill development over the school year.
28 - July 1 — Professional development: Connecting Classrooms, Communities, and Careers: Integration of Academic and...
Schools are looking for ways they can use the kindergarten entry tools to tailor classroom practices with children's academic, social, and physical development needs in mind.
Jennings is a founder of CARE for Teachers, a «mindfulness - based professional development program designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.»
Thousands of schools for African American students across the Jim Crow South were built with the backing of the Rosenwald Fund, one of the earliest and most important foundations in education; philanthropist Grace Dodge founded Teachers College, now at Columbia University, in 1887, which led to training of teachers in pedagogy; the Ford Foundation was involved in promoting the employment of classroom aides, National Merit Scholarships, and the development of Advanced Placement curricula and tests; the National Board of Professional Teaching Standards grew out of work funded by Carnegie Corporation of New York, which also funded the Educational Testing Service to develop objective ways of measuring academic merit, which led to the SAT.
Taking a little time to discuss the social - emotional aspect could help students «remove the brakes» so to speak on challenges that may be inhibiting their academic progress and the development of talents inside and outside the classroom.
The hope is that this in turn will lead to schools providing more learning outside the classroom opportunities, as group leaders and parents can be more confident that school trips are safe; leading to better educational experiences, which are vital to the development and academic achievement of students.
The core curriculum addresses topics like the development of adolescents living in urban contexts; classroom dynamics of race and class; and strategies for teaching students with diverse academic and social - emotional needs.
Gross stressed the element of accessibility for teachers and the ease of alignment, adding that this next brave phase in Newsela's development has been a part of their mission from the very beginning: getting kids engaged in reading, embracing a rigorous and accessible academic atmosphere, and keeping the classroom up - to - date with our world's ever - changing digital landscape.
Acceptance and affinity are especially important in the classroom, where each student's social and emotional development directly impacts their academic achievement.
Teach your students to communicate on posts and message boards, locate credible information on search engines, and select efficient, cost - effective equipment furthering academic skills, social development, and digital aptitude in the classroom.
Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.
Our workshops and institutes offer insight into our Engaged Classrooms program, which provides an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student.
Engaged Classrooms, one of our core professional services, offers an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
In this role, McFarling leads the development and execution of marketing initiatives that support educators in transitioning classrooms to digital learning environments, optimizing the power of media and the resources of Discovery to accelerate academic achievement.
The Inner - City Arts Professional Development Institute provides educators — classroom teachers, administrators, university students, and teaching artists — the tools to build bridges between the arts and academic subjects, improving student literacy and overall academic achievement, and raising teacher retention rates.
Research has shown that executive functions (the neurocognitive functions which enable us to pay attention, control behavior, and think flexibly), as well as deep literacy and social - emotional learning, are key developments which can be nurtured in classrooms, and are highly predictive of academic and life success.
Engaging Schools» Engaged Classrooms program offers an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student.
As teachers adjust to new academic standards and a different approach to schooling through blended learning, administrators must provide teachers with adequate professional development to make sure all elements of the classroom are effectively advancing student learning.
Frank's areas of instructional emphasis include literacy, student engagement, differentiated instruction, explicit instruction, academic vocabulary development and classroom management.
Build classroom community by investing families in children's academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
Little or not attention has been given to the fact that teachers are already involved in multiple activities inside and outside the classroom that have pervasive and diffuse student outcomes in terms of academic achievement, socio - emotional development and civic engagement.
Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement.
These programs help to increase homework completion, improve student academic achievement, and aid in the development of skills and behaviors important for academic success such as attendance, getting along with others, motivation to learn, participation in classroom activities, and positive classroom behavior.
Through the creation and development of a high - quality, teacher - led professional learning community, teachers will become empowered to implement highly engaging strategies, routines, and texts in their lessons, which will develop independent readers and writers and increase the level of rigor and academic standards in ELA classrooms.
IDRA's Reading Early for Academic Development (READ) project, funded by the U.S. Department of Education, established in preschool classrooms of excellence in specific Head Start centers in San Antonio.
Research on academic literacy development in sheltered instruction classrooms.
From our experience, and from what Ms. Pittman and the National Commission on Social, Emotional, and Academic Development have observed, supporting students outside and inside the classroom emotionally and socially is nearly as impactful as what and how they are taught.
The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.
Based on Dylan Wiliam's Embedded Formative Assessment, Second Edition, the Embedded Formative Assessment Professional Development (PD) Playlist offers 20 videos exploring classroom formative assessment, questioning, learning intentions, and success criteria to support student engagement and academic success.
Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.
Lorenzo Manor Elementary, in their second year of inquiry, is focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
She facilitates professional development for K - 12 teachers on classroom strategies that promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that promote autonomy, positive well - being, and resiliency.
NCLB links state academic content with student educational outcomes, and requires school improvement be implemented using «scientific - based research» methods in the classroom, parent programs, and teacher development courses.
For future research, longitudinal studies on the impacts of such kind of teacher development programs on student change in academic performance would be useful to address several questions: First, the classroom practice observation revealed nuances when knowledge and beliefs are translated into practice.
Lorenzo Manor teacher scholars are focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
«proposes a conceptualization of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social - emotional development.
It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
In MPS, the Turnaround Arts effort will focus on three key areas: additional professional development for arts educators and arts integration education; integration of the five arts disciplines — visual arts, music, dance, theater and media arts — within all content area classrooms; and working with the district's arts partners to provide both in - school and after - school enrichment programs to foster student engagement in learning and incorporating the arts into academic supports.
Though end - of - grade performance expectations are identified in the CCSS, teachers must also consider how differentiation of classroom assessments can be tailored to support the ongoing development of each student's literacy and numeracy), in order to meet gifted students» unique academic and social - emotional needs.
Social and emotional learning programs are designed to improve the quality of social interactions in schools and classrooms in order to positively affect students» social, emotional, and academic development.
Teacher - child interactions form the cornerstone of children's academic and social emotional development, especially in early learning classrooms.
If educators assume that the main purpose of working with families is to promote academic achievement in the classroom and at home, they can miss other important ways in which Mexican American and other immigrant families support their children's development, such as by seeking out advice from trusted members of the community or by participating in church or other community organizations (Poza, Brooks, & Valdés, 2014).
Lorenzo Manor Elementary School, in its second year of inquiry, is focusing on supporting students» academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
Our approach to instruction, classroom management, and discipline fosters academic, social, and emotional learning and development in all students, and establishes optimal conditions for learning.
Instead, he spoke about his strategic goals and priorities for the year — specifically, how he planned to spend more time in classrooms coaching teachers, providing professional development tailored to the needs of his staff, and reaching more students in Greenville who would benefit from LEAD's rigorous academic program.
Its flagship program, the Manhood Development Program, implemented an Afro - Centric academic curriculum with self - esteem building techniques taught by African - American male teachers into classrooms throughout the district.
This law has opportunities for states to set their own accountability standards and for school districts to incorporate social - emotional learning in professional development and in the classroom; a recent meta - analysis shows an average increase of 13 percentile points in academic performance for students with SEL exposure over their non-SEL peers.