Sentences with phrase «classroom quality from»

n Creating a uniform system for assessing classroom quality from preschool through third grade;

CLASS (Pianta & La Paro, 2003) describes and measures classroom quality from PreK to Grade 3 using a common set of dimensions and rating scales, with grade - specific examples reflecting both instructional and socioemotional aspects of the classroom environment.

Not exact matches

From tuition assistance to faculty support, classroom materials to salaries and benefits, the success of this fund drive ensures our ability to continue providing a quality Waldorf education to our students.

That will keep schools from cutting programs, increasing class sizes and providing additional classroom services to students, according to the Alliance for Quality Education.

The Institute supports efforts to improve the current system, especially through the expansion of QUALITYstarsNYC, as a tool to help parents understand what good quality early childhood education should look like, from best practices and teacher education standards to enriching classrooms and play spaces.

Having quality nutrients to keep me going when I'm sprinting from clients to clinic to classroom makes staying healthy much easier!

Improvement has direction, lasts considerably longer than the latest fashion trend, can work across the entire system, raises quality and performance, and decreases the variation from classroom to classroom.

All kinds of research are being produced that could count as «instructionally relevant,» after all, from studies of systems - level factors like curriculum quality and school operations to those focused on what's happening in learners» heads, to those examining classroom - level techniques.

Teachers clearly value the support that the CAS Master Teachers provide, with over 99 per cent of those teachers benefiting from CPD, reporting that the CPD provided was high quality, implementable and would have an impact in the classroom.

Quality technological provision is a huge challenge with the funding squeezes upon schools, but evidence from my classroom strongly suggests that it is an investment worth making.

Worried that this is threatening the quality of education in the classroom, Hess uses stories from educators that demonstrate how these barriers can be broken in order to cultivate powerful learning environments and drive real improvement.

Education leaders from across Australia met today to discuss their continued commitment to strengthening initial teacher education (ITE), in a bid to develop higher quality, classroom - ready graduates.

Education leaders from across Australia met on Thursday to discuss their continued commitment to strengthening initial teacher education (ITE), in a bid to develop higher quality, classroom - ready graduates.

Instead, instruction in those schools will vary considerably from classroom to classroom with the quality of instruction a student receives depending upon the teacher with whom the computer schedules the student.

Teachers clearly value the support that the CAS Master Teachers provide, with over 99 per cent of those teachers benefiting from CPD from CAS Master Teachers reporting that the CPD provided was high quality, implementable and would have an impact in the classroom.

By providing classrooms of the very highest standards and with a design life of at least 60 years, buildings from Portakabin help to ensure that there is no compromise on the quality of the learning environment.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

In a review of his book Teach Like a Champion for Education Next, I noted Lemov's approach promised to change the conversation about classroom practice from «teacher quality» to «quality teaching.»

If the socioeconomic status and demographic characteristics of the classrooms taught by National Board teachers differ from those of noncertified teachers, measures of teacher quality that rely on student performance may be biased.

For this reason, we focus primarily on information from the principal survey, which likely reflects teacher behaviors or qualities that parents might learn from observing the teacher's classroom or speaking with friends and neighbors who have had experience with the teacher in the past.

Lack of performance in the classroom, forgetting homework, and laziness all detract from achieving our standards related to «working for quality.»

With funding from major foundations and with state and district efforts to train teachers to become content curators, as opposed to content consumers, OER is helping to mobilize educators and librarians to bring quality, curated content to school and college classrooms in ways that students learn best.

«The track record of top - performing countries, early evidence of positive effects from faithful implementation of high - quality curricula here in the United States, and the persistent evidence that our classrooms are under - challenging our students at every level compel us to put materials that we use to teach at the core of serious education reform.»

Learning from scientific research Learning outside the Classroom (LOtC) is a government supported process that provides a quality mark for all of those providing learning experiences outside the classroom, including visits to museums, woodlands, natural spaces, and libraries.

The Programs in Professional Education (PPE) institute, The Leading Edge of Early Childhood Education, is structured to highlight the best of what we currently know about healthy child development and high - quality systems, schools and classrooms of early learning, while also bringing in new thinking from other fields to provide insights that bear on the design of preK improvement and expansion.

There are gaps in opportunity and success at all levels — from access to high - quality early childhood education; to segregation and insufficient supports and rigor in K — 12 classrooms; to uneven access, low graduation rates, and looming debt in higher education.

There is a need for teachers to shift from teacher - centric classroom style towards the role of a manager who can effectively manage independent variable learners, delivering quality instructions across all learners as well as proactively troubleshooting their hindrances.

Contrary to some expectations, we found high - quality assignments in some very disadvantaged Chicago classrooms and [found] that all students in these classes benefited from exposure to such instruction.

Most of the information comes from theNYC School Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievement.

With no high - quality alternative settings to send them to and no power to eject them from the premises, the school safety officers find themselves either herding them into classrooms or bonding with the worst offenders in a sort of reverse «Stockholm syndrome.»

Starting again with the estimates of the difference in effectiveness of teachers, it is possible to calculate the long - term economic impact of policies that would focus attention on the lowest - quality teachers from U.S. classrooms.

So policies that mandate the accumulation of course credits, advancing in terms of degree status (e.g., from A.A. to B.A.), or attending workshops, by themselves are not likely to produce teachers with high - quality classroom skills or necessarily contribute to children's achievement.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

The projects — models of high - quality student work in subjects across the disciplines, from classrooms across the country — were the focal point of a workshop for arts - inspired educators, part of a three - day professional development summit earlier this month called Arts and Passion - Driven Learning.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

Unfortunately, exposure to gap - closing classroom quality, although highly desirable from nearly every perspective imaginable, is not a regular feature of early schooling and even less likely for children in poverty.

In particular, we have seen significant growth with our range for primary schools as they break away from the traditional classroom and invest in quality furniture which allows more flexible learning spaces.»

Moreover, a moderating effect between classroom instructional quality and observed self — regulation was found such that children with low initial self — regulation skills benefit the most from classrooms with higher classroom quality.

As a Teaching Fellows at NC State, you'll fill a critical need and receive a quality education that prepares you to make a difference in the lives of your students from your first day in the classroom.

Creating & Recognizing Quality Rubrics and accompanying CD - ROM draws from over 20 years of the author's direct experiences with developing rubrics and performance tasks, devising interesting ways to use rubrics as teaching tools in the classroom, employing rubrics to score thousands of pieces of student work for classroom and large - scale assessments, and working with teachers to make their rubrics more instructionally powerful.

With funding from the William and Flora Hewlett Foundation, WestEd is exploring how teachers make decisions about which instructional materials to use in their classrooms to inform efforts aimed at improving the quality and consistency of instructional materials across the country.

Guidance from the Get - Go: Mentoring New Teachers Large numbers of beginning teachers never make it to their second year in the classroom, but a solid mentoring program — a well - planned and well - supported program staffed by quality mentors — can help stem the tide of teacher attrition.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

We agree with this conclusion, and New Jersey, like other states, must develop such policies over time through a confluence of national and local research, lessons learned from our classrooms, and an unwavering resolve to provide our students with high - quality teachers.

Look no further than research from Eric Hanushek, Jens Ruhose, and Ludger Woessmann about the strong correlation between achievement in a state's classrooms and growth in a state's economy to understand some of the compelling reasons to improve education (see «It Pays to Improve School Quality,» features, Summer 2016).

From improving the quality of classroom instruction to offering continued professional learning opportunities, principals empower teachers to excel at instructing and students to excel at learning.

CEL has formed multi-year district partnerships with school systems across the country, from Alaska to Louisiana, helping administrators, school leaders, teachers, students, and communities build a shared language, vision, and mission for improving the quality of classroom instruction.

Someone who is unaware of the mounting evidence from neuroscience and education that validate the role of social and emotional learning (SEL) in high quality classrooms.

Institutes and workshop topics targeted all audiences and needs from a session on the challenges of implementing GLBTQ children's literature in the elementary classroom to a session on an innovative teacher evaluation matrix that included quality indicators for culturally responsive teaching.

Regular debates and themed seminars on topical educational issues, input from Leading Thinkers, and high quality training events continue to attract school leaders and classroom practitioners in high numbers across the UK.