Sentences with phrase «climate for student learning»

Positive School Climate: What It Looks Like and How It Happens: Nurturing Positive School Climate for Student Learning and Professional Growth by Tami Kopischke Smith, Faith Connolly, and Charlene Pryseski

This interest led to a BERC report on school climate entitled Positive School Climate: What It Looks Like and How It Happens: Nurturing Positive School Climate for Student Learning and Professional Growth.

Positive School Climate: What It Looks Like and How It Happens: Nurturing Positive School Climate for Student Learning and Professional Growth by Tami Kopischke Smith, Faith Connolly, and Charlene Pryseski In this BERC study, a qualitative analysis was conducted at five Baltimore City Schools to develop an understanding of how principals led their school's climate turnaround and how efforts -LSB-...]

The Whole Child model seeks to work with best practices to achieve engaging and challenging instruction, develop a school culture that promotes a healthy and safe climate for student learning and leadership that involves faculty, students, parents and the community to maximize the supportive potential in school and provide for long - term student success with sustainable strategies.

Not exact matches

By focusing on the day - to - day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.

And in today's classroom, where teachers must compete with digital distractions for their students» attention while trying to satisfy increasingly demanding academic standards, it is more important than ever that educators be able to combat apathy, instill vital problem - solving skills, and create a climate that maximizes learning.

Once, when I played one of these shows for my college students, they were pleasantly surprised (and filled with hope) to learn that a political party dedicated 100 percent to solving the climate crisis actually exists.

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

A normative climate in which adults take responsibility for their own, their colleagues», and their students» learning.

Create a positive school culture and climate that includes high - quality teaching and learning, safety, caring relationships, supportive, and challenging learning environments, sense of community and inclusion for all students and subgroups, and distributed staff leadership

Superintendents, principals, and others in positions of authority in school systems are instrumental in providing the vision, time, and resources to support continual professional learning, a positive school climate, and success for all students (Leithwood et al., 2004; The Wallace Foundation, 2012).

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

When Massachusetts increased its expulsion rate for students, state Education Commissioner Robert Antonucci said, as quoted in the Daily Report Card, «Suspending and expelling some disruptive students will strengthen the climate of learning.

Dr. Lombardi has organized an academic climate (culture of achievement) as a learning leader for teachers and a purveyor of the self - management of learning for students.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

These posters make a great visual reference for students learning about weather, climate and weather instruments.

According to Responsive Classroom (PDF), the goal of these four components, and the meeting as a whole, is to «set the tone for respectful learning, establish a climate of trust, motivate students to feel significant, create empathy and encourage collaboration, and support social, emotional, and academic learning.»

Strong arts programs are also linked to improving certain communication and critical - thinking skills, as well as student motivation for learning and school climate, the analysis released last week found.

A school questionnaire, answered by the principal (or the principal's delegate), sought descriptive information about school characteristics, instructional time, resources and technology, school climate for learning, students» school readiness, and principal preparation and experience.

Leveraging a grant and supportive partnership with the Collaborative for Academic, Social, and Emotional Learning (CASEL)-- a nonprofit organization that supports SEL programs in nine other districts in the nation — Washoe has worked to improve school climate and culture, parent engagement, and student voice in all 98 schools in the district.

Product Description Natural Disasters: Weather and Climate - Fully editable, Science Reading Activity - Disciplinary Literacy for Grades 5 - 7 (ages 10 - 12) as well as older students with lower developed learning levels.

This is because not working to create an inclusive climate prevents us from meeting our publicly professed institutional goals for student learning and growth.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Evie Blad is a reporter for Education Week who covers school climate, student engagement, social - emotional learning, discipline, nutrition, and student well - being.

The National Distinguished Principals (NDP) program was established in 1984 to recognize elementary and middle level principals who set high standards for instruction, student achievement, character, and climate for the students, families, and staffs in their learning communities.

Safe, caring, participatory, and responsive school climates tend to foster a greater attachment to school and provide the optimal foundation for social, emotional, and academic learning for middle and high school students.

Effective remedies to improve instruction, learning and school climate (including, e.g., decreases in bullying and harassment, use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement) for students enrolled are implemented in any school where the school as a whole, or any subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist.

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.

The program was established in 1984 to recognize and celebrate elementary and middle - level principals who set high standards for instruction, student achievement, character, and climate for the students, families, and staffs in their learning communities.

The background survey will include five core areas — grit, desire for learning, school climate, technology use, and socioeconomic status — of which the first two focus on a student's noncognitive skills, and the third looks at noncognitive factors in the school.

As a result of school closings and student transfers, teachers, administrators, and parents in a set of receiving schools reported: a) lack of necessary resources, staff, and professional support; b) disruptive and demoralizing climate; c) negative effects on teaching and learning; d) problems with safety and discipline; e) schools were «set up for failure» due to a history of declining resources and lack of district support.

The staff, working as a unit, builds the assessments that drive instruction to deeper ends for all students and a new learning climate emerges.

This type of learning climate encourages students, even under - achievers, to get involved in the learning process and choose their personal goals for learning.

By strengthening relationships, developing social and emotional skills, using restorative interventions, and increasing cultural awareness, we aim to create a positive climate for learning and address the root causes of suspensions and discipline disparities, leading to greater student engagement and success in school.

The skills and community students and adults build through The 4Rs can lay the groundwork for a school - wide shift to social and emotional learning (SEL) and restorative practices, leading to fewer discipline issues and a closer, kinder school climate.

For example, after we helped a middle school assess its school climate, we learned that 6th graders felt dramatically less safe in school than other students did.

«When we look for greatness in our schools, we also look for evidence of high expectations for all students, a commitment to social - emotional learning and to a safe and healthy school climate, and a commitment to personalized instruction — giving students the opportunity to learn based on the unique interests and skills.

In light of the increasingly hostile climate toward immigrants and the insecurity caused by the changing policy landscape, Californians Together is implementing a multi-pronged approach toward creating a safe learning environment for students of all backgrounds.

When schools commit to promoting students» social - emotional learning, they become positioned to engage all education stakeholders and create a safe, equitable, and engaging school climate, so each student acquires and enhances the knowledge, skills, and dispositions they need for interpersonal and life success.

A scientific study of The 4Rs found that it improves students» behavior, well - being, academic performance, and the classroom climate for learning.

Resources include: information on inclusive and integrated practices, youth development principles, student - centered instruction, social emotional learning, positive school climate and collaborative learning for both teachers and learners.

«Developing a warmer socio - emotional climate in the classroom... requires teachers... to believe that their role is that of a change agent — that all students can learn and progress, that achievement for all is changeable and not fixed, and that demonstrating to all students that they care about their learning is both powerful and effective.»

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

A survey of Georgia private school parents in 2013 found the top five reasons why parents chose a private school for their children were all related to school climate and classroom management: better student discipline (50.9 percent), better learning environment (50.8 percent), smaller class sizes (48.9 percent), improved student safety (46.8 percent) and more individual attention for their children (39.3 percent).

Researchers have consistently found that such measures harm students» trust in educators, undermine positive school climate, and make it difficult for educators to create a safe and supportive environment for students that is conducive to learning.

If we are to ensure a positive future for all students, we must create a climate in which the student body in general can enrich the learning environments of those students not keeping abreast of the current pace of change.

Social and emotional learning in a school environment encompasses three areas: the culture and climate of the school, explicit skill instruction for students, and modeling of SEL competencies by the adults in the school.

It begins with tips for structuring respectful dialogues with students, then offers questions and exercises for prompting conversations with students in four areas: personal connections to the teacher, expectations and motivation, learning inside the classroom and out, classroom climate and management.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) says SEL can have a positive impact on school climate and promotes a host of academic, social, and emotional benefits for students such as:

Students advocating for educational improvement, researching classroom climate, and leading new approaches to learning and teaching stand together in the architecture of involvement, effectively demonstrating what school change looks like when the hearts, heads, and hands of students are infused throughout the Students advocating for educational improvement, researching classroom climate, and leading new approaches to learning and teaching stand together in the architecture of involvement, effectively demonstrating what school change looks like when the hearts, heads, and hands of students are infused throughout the students are infused throughout the process.