Sentences with phrase «classroom organization make»

Not exact matches

The organization aims to reduce or eliminate the use of high stakes testing, increase teacher autonomy in the classroom and work to include teacher and family voices in legislative decision - making processes that affect students.

In 2011, with the blessing of then - Chancellor Dennis Walcott and Mayor Bloomberg, I left to start New Classrooms as a national, non-profit organization to further develop the idea and make it available to schools across the country.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

And there are steps that charter operators, authorizers, and city - based organizations can take right now to make sure that charter schools have effective teachers in all classrooms to start the school year.

But the organization's charismatic founder, Wendy Kopp, felt the group's ability to attract top college students was a function, in part, of how easy Teach for America made it to become a teacher: no special coursework; no long training period; in charge of a classroom right from the start.

An organization that promotes the use of technology in the classroom by putting teachers who have specific requests in touch with donors who can help make those wishes come true has launched a new service to link teachers with volunteers.

«Take Back Teaching» describes the work of new organizations formed to give classroom teachers opportunities to make a mark on their profession and on public education.

«Teach to Lead helps close the gap between decision - making by policymakers and the daily life of classroom teachers,» said Sydney Morris, co-founder and co-CEO of Educators 4 Excellence, a supporter organization.

They can also help you determine if classroom teachers and other leaders in your organization need professional development or technical assistance in order to make data a practical and effective part of their everyday work.

Teacher training programs have new competition from an array of outside - of - academia organizations — think tanks, nonprofits and money - making businesses — that all claim to have the latest, greatest way of preparing educators for the classroom.

One teacher stated, «The professional development in the use of certain programs has made classroom organization more simple, and the ease of lesson planning on the computer has made me a better - planned teacher.»

The Coalition of Essential Schools (CES) invites you — individuals, schools, and organizations engaged in building student - centered, democratic classrooms — to make your work visible to the world.

In addition, the foundation funds organizations such as New Classrooms Innovation Partners that help districts and charters make the shift more effectively.

«We've really tried to craft our organization to be the type of model where people can make a career out of staying in the classroom,» said Hrag Hamalian, Bright Star's executive director.

«We've really tried to craft our organization to be the type of model where people can make a career out of staying in the classroom,» Hamalian said.

They gauged children's reactions to the organization and management of the portfolios, questioned what work samples to include, and made adjustments to their classroom portfolios to insure that children used them appropriately.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

2) Teachers working full time in the classroom have limited opportunities to understand how district central offices, university partners, or other policy - making organizations work — unless they are released to spend substantial time outside of the school.

Resume samples in the field make display of the following skills: instructional aptitudes, organization, leadership, strong communication and writing skills, and classroom teaching experience.

Since I have studied and worked in organizations that have a diverse group of people as their members, I developed a demonstrated ability to work with the audience of different socio - economic backgrounds which would make it easy for me to manage classroom behavior problems.

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