Not exact matches
Understanding classroom challenges, Jan
collaborated with teachers, OTs, and administrators to build the three programs that comprise the Learning Without Tears curricula: Get
Set for School ® for kindergarten readiness, Handwriting Without Tears ® for K — 5, and Keyboarding Without Tears ® for K — 5.
While this positive response is certainly dependent on the special nature of the objective -
setting process in Denver — a process in which
teachers collaborated directly
with their principals to
set goals based on individually measured baselines for the students they taught, in the subject matter they taught — this response still flies in the face of preconceptions that
teachers fear pay for performance based on student growth because it will harm collegial relations.
Researchers also found students wanted
teachers to step back rather than sit back and «best acquired entrepreneurial - mindedness when they
collaborated regularly
with their
teachers or other adults, and had an authentic audience (often in cross-age
settings)».
In a collaborative or co-teaching
setting, the ESL
teacher «pushes into» the general education classroom to
collaborate with the
teacher.
Responsibilities such as
collaborating with the school administrators and classroom
teachers to identify Title I students, planning and delivering effective instruction in a small group
setting, administering pre and post assessments, and consistent tracking of student progress and data are essential to the position.
We seek articles on such topics as expanding our view of data beyond test scores,
setting up a school culture in which
teachers collaborate to examine student data and translate it into meaningful action, using qualitative data - collection techniques like peer observation and home visits, harnessing technology to organize data and make it more useful, and sharing data
with school stakeholders to help them understand its implications and to mobilize support.
Student
teachers should be able to meet and
collaborate with their cooperating
teacher in a face - to - face
setting, especially for initial trainings.
Andrew Phoenix, Head
Teacher of Hampsthwaite CE Primary School in North Yorkshire says, «We're in shifting times in education and there's a lot of emphasis now on schools forming their own collaborations, working as clusters, working as learning alliances and
setting up their own structures -LSB-...] we have to
collaborate with other schools in order to stay in a position of strength in today's UK education system.»
To
set a schoolwide tone, principals should schedule time during the week to allow
teachers to
collaborate on classroom management strategies
with the school counselor, social worker, or psychologist.
Teachers are well - trained and well - compensated and, as a result, are expected to create their own lessons using best practices and the learning outcomes set by standards as guiding principles; additionally, teachers in DoD schools frequently collaborate with other teachers (C. Smrekar et al.
Teachers are well - trained and well - compensated and, as a result, are expected to create their own lessons using best practices and the learning outcomes
set by standards as guiding principles; additionally,
teachers in DoD schools frequently collaborate with other teachers (C. Smrekar et al.
teachers in DoD schools frequently
collaborate with other
teachers (C. Smrekar et al.
teachers (C. Smrekar et al., 2001).
Further, P - 3 requires ensuring that there is increased alignment across the continuum of learning
settings so that, for example,
teachers collaborate and share data across grade levels; standards and assessments are aligned across age levels; assessments are aligned
with instruction; families partner
with schools; schools partner
with early learning / preschool programs; and children have smooth transitions as they move throughout the system.
Collaborate with teachers, the principal, and other assistant principals to establish school curriculum standards,
set performance objectives, and establish mission statements
Collaborated with content area
teachers to ensure special education students were receiving appropriate accommodations / modifications in their regular education
settings
Highlights Implemented iPad study program, improving testing performance by 15 percent Fluent in German and French Proficient
with Blackboard Committed to achievement Well - organized and motivated Strong leadership skill
set Experience German and French
Teacher 8/1/2012 — 7/1/2016 Bloomingdale Middle School — Millville, SD
Collaborated with department to make formal suggestions for state foreign language study requirements.
Collaborated with assistant principal to plan and deliver a
set of workshops for
teachers concentrating on Language Arts and Mathematics using Differentiated Instruction as the philosophical base
The responsibilities of the position include
collaborating with the classroom
teacher to plan and implement the Early Learning Kindergarten program within a classroom
setting and / or taking the lead in implementing age appropriate learning for groups of students as part of the Extended Day Program.
The responsibilities of the position include
collaborating with the classroom
teacher to plan and implement a full day early learning kindergarten program within a classroom
setting and / or taking the lead in implementing age appropriate learning for groups of students as part of the extended day program.
The
teachers are invited to take an active role, to
collaborate with «co-educators» both from the school and the family
settings, to focus on a limited number of objectives and to assess their intervention
with the child.
The second research question explored the intervention's influence on this
setting's partnerships and identified four themes: (a) developing shared goals between family members and
teachers; (b) sharing knowledge of home and school environments; (c)
collaborating to achieve the child's goals; and (d) interactions
with enhanced communication, high expectations, and commitment.