Sentences with phrase «collaborative educator development»

The Team Lead is a visionary and collaborative educator development leader with deep knowledge, skill, and experience in professional development and adult learning.

Not exact matches

Members interested in this area of work aim to identify, compile and develop resources and create opportunities for exchange in order to establish a stronger foundation for productive, collaborative human rights efforts, and contribute to the professional development of science, engineering and health teachers and human rights educators.

In general, schools and communities participate by organizing professional development opportunities to encourage collaborative planning between general and special educators, entering our national poster / essay contest, organizing multicultural events and celebrations, issuing proclamations of Inclusive Schools Week in their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - editor.

«As a long - time IB educator and Project Zero practitioner, I couldn't be more thrilled at the inclusion of the Project Zero Classroom and the online courses in the official offerings of IB professional development,» said Jim Reese, director of Professional Development Collaborative at the Washington International School (an IB school sdevelopment,» said Jim Reese, director of Professional Development Collaborative at the Washington International School (an IB school sDevelopment Collaborative at the Washington International School (an IB school since 1977).

The program provides professional development and collaborative opportunities for its members who are then encouraged to further extend this network and reach out to other educators.

Most educators participate in collaborative Web sites, although many say they could use more professional development in how to tap such resources effectively, according to a new survey by edWeb.net, a free social - networking site for education professionals.

He and his colleagues at Life Academy participate in Mills Teacher Scholars, a professional development program that supports groups of educators in improving their teaching through collaborative inquiry.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

Jump $ tart Financial Foundations for Educators is a collaborative endeavor designed to standardize professional development through a comprehensive content model to ensure consistency and rigor in national teacher training programs.

Issues with research of collaborative educator study groups as a professional development process include how the process is defined and the number and specific elements and practices members use within the group, such as peer coaching and action research (Vescio et al., 2008).

Collaborative Learning Educators routinely engage in collaborative learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure tCollaborative Learning Educators routinely engage in collaborative learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure tcollaborative learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure their success.

The Prime Online oTPD program was developed as the result of a collaborative effort between three teacher educators and researchers with expertise in special education, mathematics education, and teacher professional development with a focus on teacher inquiry.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Arts educators and arts organizations also benefit from DC Collaborative's Professional Development programs through content forums, member meetings, workshops and committee involvement.

The Professional Development program is a key component of the DC Collaborative's continuing education agenda for teachers, arts educators, and arts organization staff.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

In spring 2013, 900 administrators, instructional coaches, and teacher leaders from Atlanta Public Schools embarked on a collaborative effort with ASCD to build a job - embedded professional development system that would deepen educator understanding of the Common Core Georgia Performance Standards.

The system has been under development for the past year and a half through a collaborative and inclusive process involving thousands of Kentucky educators, education partners, parents, and business and community representatives.

PD In Focus platform offers a rich library of on - demand video content for educators» collaborative professional development.

«Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.

These are the structures educators have built to help foster the development of collaborative environments.

In the District of Columbia, the district's Male Educators of Color collaborative seeks to create, Nelson says, «opportunities for fellowship, community, professional development, and the sharing of best practices among this target group.»

Teacher leaders (1) foster a collaborative culture to support educator development and student learning; (2) use research to improve practice and student learning; (3) promote professional learning for continual improvement; (4) facilitate improvements in instruction and student learning; (5) promote the use of assessments and data for school and district improvement; (6) improve outreach and collaboration with families and community; and (7) advocate for student learning and the teaching profession.

iLearn Collaborative helps educators reach their full potential by providing schools with professional development and the resources needed to apply it.

A report published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five key strategies for addressing SEL in ESSA plans, from articulating a well - rounded vision of student success and providing professional development that improves educator SEL capacity to using Title IV grants and making SEL data available to the public.

LAUSD Local District 4 educators and the Belmont Educational Collaborative led the development of a groundbreaking agreement to create a network of high - caliber, theme - based public schools for families to select from based on students» interests.

To equip students with 21st century skills and prepare them for life outside of the classroom, educators deserve professional development that is collaborative in nature and strategic in the skills it offers.

Shari Albright, Trinity University, Department of Education David Anthony, Former Cypress Fairbanks Superintendent Portia Bosse, Texas State Teachers Association Marcelo Cavazos, Texas School Alliance David Chard, Wheelock College, & Texas Teacher Preparation Collaborative Ana Coca, Texas Association for Bilingual Education Jessica Conlon, TNTP, & Texas Teacher Preparation Collaborative Harley Eckhart, Texas Elementary Principals and Supervisors Association Barry Haenish, Texas Association of Community Schools Frank Hernandez, SMU Simmons School of Education and Human Development Kate Kuhlmann, Association of Texas Professional Educators Stephanie Hirsh, Learning Forward, & Texas Teacher Preparation Collaborative Diane Huber, iTeachTEXAS, & Texas Teacher Preparation Collaborative Janna Lilly, Texas Council of Administrators of Special Education Casey McCreary, Texas Association of School Administrators Patty Quinzi, TX - American Federation of Teachers Jim Nelson, Texas Teacher Preparation Collaborative Colby Nichols, Texas Rural Education Association Scott Ridley, Texas Tech University, Dean of Education, & Texas Teacher Preparation Collaborative Mike Savage, Principal, Audelia Creek Elementary, & Texas Teacher Preparation Collaborative Lindsay Sobel, Teach Plus Texas Kevin Sevin, Teacher, iSchoolHigh@UniversityPark, & Texas Teacher Preparation Collaborative Seth Rue, San Antonio ISD Jenna Watts, Deans for Impact Rodney Watson, Superintendent, Spring ISD, & Texas Teacher Preparation Collaborative Sandra West, Science Teachers Association of Texas Paige Williams, Texas Classroom Teachers Association Randall Woods, Principal, Burgess High School & Texas Teacher Preparation Collaborative

Before founding Pivot Learning Partners (then known as the Bay Area School Reform Collaborative, or BASRC) in 1995, Dr. Vargo spent nine years teaching English in a variety of settings, managed her own consulting firm, and served as executive director of the California Institute for School Improvement, a Sacramento - based nonprofit that provides staff development and policy analysis for educators.

Literacy Design Collaborative Announces Partnership with Generation Ready to Provide Professional Development Services Nationwide; Organizations Leverage Their Expertise to Provide Instructional Support for K — 12 Educators

In a number of sites, PSC is adding value to already cash - strapped districts through much needed services like professional development to help educators engage culturally diverse students and students from low - income families; collaborative, rigorous assessments of entire school communities to reveal strengths and weaknesses and help catalyze change.

She has also worked with a remote Indigenous community in the NT to develop a framework for game developers and educators, promoting a cross cultural collaborative approach to game development.

Inspired by the collaborative educators at the Eliot - Pearson Child Development Center (Mardell, Lee - Keenan, Given, Robinson, Merino, & Liu - Constant 2012), I wanted to encourage teachers in their own reflective and risk - taking processes, while facilitating meaningful dialogues throughout the school community.

This collaborative project will also inform the development of best practices in supervision of virtual parent educators and products, such as training and new points of curriculum access, needed to support this work.

«Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.

Thought leaders and colleagues from a long list of organizations have encouraged us, nudged us and been our «media mentors», including: Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College; American Library Association (ALA); Association of Children's Museums (ACM); Association of Library Service to Children (ALSC); Catherine Cook School; Center for Media and Child Health at Boston Children's Hospital; Center for Media and Human Development at Northwestern University; Chicago Children's Museum; Chicago Public Library; Chicago STEM Pathways Cooperative; Children's Technology Review; Columbia College Chicago; CPB / PBS Ready to Learn; Early Childhood Australia Digital Policy Group and Live Wires; Early Childhood Futures, Learning Sciences Institute Australia, Australian Catholic University; Early Childhood Investigations; Early Childhood STEM Working Group; HITN Early Learning Collaborative; Illinois Computing Educators (ICE); Illinois Institute of Technology (IIT); Joan Ganz Cooney Center at Sesame Workshop; Kohl Children's Museum; Language Castle; Little eLit; National Association for the Education of Young Children (NAEYC); National Association of Media Literacy Education (NAMLE); New America; New Zealand Tertiary College; Technology and Young Children Interest Forum of NAEYC; and Waterford Institute, Early Education and Technology for Children (EETC)

A report published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five key strategies for addressing SEL in ESSA plans, from articulating a well - rounded vision of student success and providing professional development that improves educator SEL capacity to using Title IV grants and making SEL data available to the public.