Sentences with phrase «collaborating with teachers from»

The educators who attended wanted to learn more about digital tools for the classroom and spend time collaborating with teachers from districts throughout our region.

Gwen Gray (right), professor at the U.S. Naval Academy, collaborates with teachers from Central Middle School's 8th grade Learning Studio to develop project - based learning around real world problems.

This brief outlines current efforts to align teacher professional development and credentialing programs to Linked Learning, discussing how teachers must be prepared to integrate core academic and career - related curricula, collaborate with teachers from other disciplines, and develop project or work - based learning opportunities for their students.

Not exact matches

The current secretary of state for education, Nicky Morgan, has spoken recently of her commitment to the «self - improving, school - led system», characterised by bottom - up innovations coming from «networks of schools and teachers collaborating with one another to drive up standards».

I love collaborating with other teachers, sharing my ideas, and getting ideas from others Frequency about 1 post per month.

Following on from the point about publicising D&T and related careers, employers can play a significant role too by: collaborating in developing real - life and relevant D&T activities and resources; helping D&T teachers engage with professional practice through work experience, internships and apprenticeships; and helping to highlight D&T's value to government departments through their companies and professional institution.

From the very beginning, Mission Lab was considered a critical design aspect of Quest to Learn — a design lab in the school where game designers and learning designers from Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for studeFrom the very beginning, Mission Lab was considered a critical design aspect of Quest to Learn — a design lab in the school where game designers and learning designers from Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for studefrom Institute of Play could work daily with teachers to research, collaborate, and design game - based and game - like learning experiences for students.

• 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!

The Kidlink Project (a global, teacher - volunteer organization that enables students from around the world to collaborate with each other) lists outlines, discussion questions, and activities for different Who Am I?

Leaders of AL teams at CPAHS have drawn from Lingard and Renshaw's assertion that teachers must take on a «researcherly disposition'to improve their practice and that this is further strengthened when «research - informed» teachers collaborate with researchers (Lingard, & Renshaw, 2009).

Work is saved automatically when updates are entered and students will find it easy to collaborate with other students and get feedback from teachers or parents.

Within a matter of hours, I saw teachers connecting with other teachers to form Skype chats with their students for book talks or creating wikis so that their students, from across the globe, could collaborate on projects.

Missing from my schedule is meaningful time to collaborate, troubleshoot, or brainstorm with fellow teachers.

[16] Having data also helps students have positive experiences with their friends — from fellow peers to teachers — because they can collaborate productively on how to make progress.

If you are a gamer like me, or have a friend you can collaborate with, you might be able to gamify an activity from your teacher's bag - of - tricks.

moment people get when they go from the unconnected side to the more collaborative, sharing world of connected education, a world where educators share globally, collaborating with thought leaders, authors, administrators, teachers, parents, and even students with less regard for titles and higher regard for worthwhile ideas.

Research shows that high quality teaching and leadership teams learn from each other's practices, experiences and support, and that's why we will always keep you, the reader, at the heart of Teacher magazine, providing educators and educational leaders with a strong voice and a platform to share and collaborate.

Such community partnerships can range from inviting experts in the financial - services industry to mentor teachers or collaborate on designing investment curriculum to partnering with a local grocery store to help students understand how businesses operate and how consumers and producers are connected.

Participants will see how teachers integrating the arts can benefit from collaborating with fellow teachers, partnering with visiting artists, and drawing on community resources.

Brett Wigdortz OBE, founder and CEO of Teach First said: «This year's Impact Conference is a fantastic opportunity for teachers to learn from world leading experts, to collaborate with one another and to increase their impact to ensure no child's success is limited by their background.

«By providing beginning teachers with opportunities to collaborate with each other, they will find increased support to stay in the profession and their students will benefit from what teachers learn from each other.»

Partners collaborate, share, and examine cutting - edge practices in the national shift toward clinically rich teacher preparation with leading other teacher educators from programs across the country.

Students gain opportunities to see classroom teaching in action, work with a teacher, and gather advice while developing lessons to teach with guidance from their collaborating teacher.

I am pleased to share that some of these efforts have paid off with an invitation from the Department to collaborate on an upcoming teacher preparation summit.

As a member of EPAC for the past two years, my responsibilities have included reading research studies on teacher evaluation programs around the country, learning about evaluation tools and ways to manage data, and collaborating with educators from pilot districts.

For instance, Michael O'Connor and I have been working with a network of 29 schools in the Pacific Northwest of the USA, where teachers may be the only teacher in their school, hours from some of the other teachers with whom they collaborate.

I want to be clear that this is not scripted curriculum or anything like that, but we are going to be utilizing common materials across schools so that when scholars move from school to school they have consistent instruction, teachers can collaborate and plan with each other and we can can provide common professional development across the district.

Good teachers can collaborate with and learn from excellent peers, potentially boosting everyone's success.

Too often, pay programs fail to provide opportunities for teachers to learn from outstanding peers and others at work — to collaborate, plan with, and support one another.

Principal Burton says she scrapes together Title I federal funds to pay for substitute teachers so she can provide her regular teachers with the time necessary to collaborate and learn from one another as well as the data.

«I am able to collaborate with educators from across the world, learning from their ideas, their questions, and their classroom practices,» one teacher said.

Through well - planned and focused professional development that provides teachers with opportunities to collaborate on their understanding and the ability to apply the instructional shifts necessary within Common Core, teachers learn from and with each other.

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

On April 20, Educators for Excellence - Connecticut hosted «Collaborate to Innovate,» an event to unveil the new E4E Declaration of Teachers» Principles and Beliefs, with special guests Education Commissioner Dianna R. Wentzell, State Representative Robyn Porter, teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin Teachers» Principles and Beliefs, with special guests Education Commissioner Dianna R. Wentzell, State Representative Robyn Porter, teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin Boucher.

University of Michigan's TeachingWorks will provide support, materials, and staff training to the other centers, collaborate with these centers to design and implement assessments that identify teacher candidates» capabilities, and house products from the work of all centers (TeachingWorks, 2015).

«Engaging teachers with application of new practices and then collaborating with their colleagues to make sense of and learn from these early application experiences is a critical part of stronger teacher learning designs.»

Most of what she has learned comes from years of listening to and collaborating with students, families, teachers, and other colleagues.

The column highlights conversations that have emerged from the ASCD Forum (through April 11) on teacher leadership — teachers have underscored that they must collaborate with one another as part of a personal commitment to ongoing learning, and administrators have discussed the need to promote a culture where it is safe for teachers to take risks.

Science * Social Studies * Math * Plan and provide excellent instruction, making every minute count... from school leaders; * Collaborate with other teachers to increase student engagement and...

Former MTI president Kate Conklin, who retired from teaching in 2005, said in the past the union has been weakened by not collaborating more with other teachers unions.

She collaborates with her peers to create content on shared platforms that allow her to express her ideas, demonstrate her creativity, show what she knows, and get feedback from teachers and classmates.

Each Regional Teacher of the Year presented a short professional development module before answering questions from panelists on topics including what motivates them as teachers; their approach to collaborating with peers; and what they have done to ensure each student receives an equitable education in Michigan.

The teachers collaborate with NASA scientists from Goddard Space Flight Center, located just down the street, to support their work with authentic data and resources.

Continuing a planning process that began several months ago, teams of 4 - 6 teachers collaborated with a representative from the U.S. Naval Academy to develop authentic, student - voiced learning opportunities for their students.

The school counselor, her teacher, and I collaborated with someone from our district - wide parent support center, who spoke her mother's language of Haitian Creole fluently and could help us support her in a way that was culturally respectful and responsive.

This recent blog post focuses on authentic community engagement being critical to student success — by collaborating with and learning from all stakeholders, including district leaders, teachers, families, civic leaders, students, and others.

As states began enacting charter school legislation, the departure from Shanker's vision was repeated over and over again in the three critical areas: collaborating with traditional public schools, empowering teachers, and integrating students.

She wants to collaborate with other teacher leaders, learn from them, and hopefully make a difference to the district as a whole.

Teachers collaborated with scientists from NASA and the National Institutes of Health (NIH) by linking the Maryland state curriculum...

The industry theme is woven into lessons taught by teachers who collaborate across subject areas with input from working professionals, and reinforced by work - based learning with real employers.