Sentences with phrase «collaborative professional development supported»

Not exact matches

«Collaborative Design of Online Professional Development: Building the Milwaukee Professional Support Portal» (with D.E. Spicer) in Journal of Technology and Teacher Education, (forthcoming)

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

Preparing for adulthood • Planning for young people's futures • A broad range of education and learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arransupport: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arranSupport for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements

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.

Create productive school environments, including supportive working conditions, administrative supports, and time for teachers» collaborative planning and professional development — all of which help attract and keep teachers in schools.

Why aren't districts more in tune with supporting collaborative learning for their teachers in obtaining relevant professional development to teach kids for their own future?

Goddard and colleagues say further studies are needed on collaborative practices but that their study provides preliminary support for efforts to improve student achievement by promoting teacher collaboration around curriculum, instruction and professional development.

Research findings supporting coaching and collaborative study groups as professional development processes that impact teacher practice and student outcomes is growing but limited.

Spearheaded by NBCT's Regional Coordinators, Jennifer Wolfe and Erin Gilrein, and supported by the Oceanside Professional Development Center; Director, Betsy Weinman.This event involved a collaborative effort among the United States Department of Education, National -LSB-...]

Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.

Spearheaded by NBCT's Regional Coordinators, Jennifer Wolfe and Erin Gilrein, and supported by the Oceanside Professional Development Center; Director, Betsy Weinman.This event involved a collaborative effort among the United States Department of Education, National Board for Professional Teaching Standards, Adelphi University, and Oceanside Schools and its Teacher Center, OPDC.

Highlights of this initiative include the development and support of a collaborative framework that empowers administrators, coaches, and teacher leaders as they work together; the creation and implementation of school - level action plans and follow - up activities that integrate ongoing school - based professional development activities; and the institution of leadership learning meetings to share implementation efforts.

While pedagogical excellence begins during training, the demands of the public sector are such that the transformation often associated with Montessori professional formation requires an extended period of apprenticeship supported by a professional community that is equipped to induct novices through modeling, collaborative child and lesson study, and ongoing reflection, coaching, and targeted professional development.

Schools that follow the Turning Points model engage in improving learning, teaching, and assessment, building a professional collaborative culture, engaging in data - based inquiry and decision making, and creating structures that support high achievement and personal development.

To better support her teachers and the school's reading instruction program, an elementary school principal completed training in a Collaborative Literacy Intervention Project — a professional development program that trains teachers to help struggling readers become proficient readers.

They provide facilitation, training, support, and time for weekly collaborative work by teachers by inter-disciplinary team and by subject - area and create professional development sequences that build teacher / staff instructional, leadership, and cultural competency skills.

The Social Studies collaborative focuses on identifying, developing, and sharing high - quality educational resources that support student and professional learning through rigorous standards, engaging curriculum, balanced assessments, effective professional development and attention to equity.

The leader must provide supports that include sufficient time for collaborative inquiry, as well as professional development that ensures all stakeholders understand and use common processes for data analysis, data triangulation and interpretation that leads to instructional decisions.

Ongoing professional development and flexible scheduling that supports collaborative teaching

Through a collaborative professional development model, teachers are supported in planning and delivering effective instruction that promotes thinking and learning.

Other research points to the promise of a collaborative, problem - solving approach to the professional development of teachers (Richardson & Placier, in press) and of a dual model, one that links ongoing support for teachers» professional development to the improvement of literacy achievement (Au & Carroll, 1997).

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.

VCEE supports a statewide network of university - based Centers for Economic Education that provide materials and professional development to teachers and ongoing collaborative support with local school divisions.

My thinking: To maximize the value of time and resources invested in PLCs, professional development should address the questioning and discussion skills that support teachers as collaborative problem solvers.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Leveraging Metiri Group's background in 21st Century learning and the learning sciences, our team is developing a collaborative, personalized professional learning environment that will lead individual teachers or teams through an initial needs assessment to formulate a personalized growth plan, guide them to research - based resources and strategies they can use tomorrow, match them with collaborative partners who share their interests and professional goals, guide them in redesigning units or lesson plans that support students» development of the cognitive skills that underlie entrepreneurship, and ultimately help them implement teaching practices that support personalized instruction that develops students» 21st Century skills.

Instructional Rounds will allow for collaborative and thorough analysis of district needs to support our improvement plan and direct our professional development to support our teachers and ultimately our students.

Collaborative member and Director of Teacher Professional Development at WestEd Aida Walqui, along with Margaret Heritage, the Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing at the University of California, Los Angeles, and Robert Linquanti, Project Director for English Learner Evaluation and Accountability Support and Senior Researcher for the California Comprehensive Center at WestEd, lay the groundwork for continuing the progress teachers have made with English language learner (ELL) students in their new book English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom.

Collaborative learning offers the support of a group in the implementation of new strategies, allowing group members to choose the direction of their professional development and providing necessary, continued guidance for the learning and implementation of effective teaching practices.

The purposes of the chapter are to advocate for the professional development of education technology directors, administrators, and leaders of North Carolina; elevate the professional practice of education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education Agencies.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

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

The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools and colleges focused on innovation and improvement through highly effective and evidence - based staff professional development and learning, supported by rigorous research and development.

The authors have identified five key elements that schools must address to support the achievement of students with disabilities: 1) ownership, 2) high expectations, 3) intervention systems, 4) inclusion / collaborative teaching, and 5) organization and professional development.

AirSpace Gallery is a collaborative, artist led project in Stoke - on - Trent, providing professional development opportunities, studio and exhibiting space and support for artists.

The ideal candidate in this role performs collaborative work in development of strategic fundraising plans to significantly increase the portfolio of individual donors and institutional funders with a focus on building support across a diverse range of opportunities: from private foundations, legal professionals, corporate partners, to the broader audience of private and public stakeholders.

Dynamic, detail - oriented and results - focused Logistics and Equipment Maintenance professional a verifiable record of achievement in Global Supply Chain and Maintenance development and execution, resulting in collaborative logistics support and superior equipment maintenance / repair initiatives for military industry leaders.

Emergency / Project Coordination — Duties & Responsibilities Coordinate all logistical and organizational aspects of emergency response activities, including personnel, procedural execution, equipment deployment, and situational assessments Interact with individuals and victims in a professional manner to ease the experience, educate the public, and promote the development of quality support relationships within the local and regional community Act as a liaison between staff members, management, and other parties to maintain a high - quality collaborative relationships, driving program success and sustainability while ensuring rapid response to crisis Present relevant information and instruction to both staff members during training and victims during crisis, providing thorough explanation an demonstration to allow individuals to grasp important concepts Managed and supervise staff in a manner which drives efficiency, promotes safety, and utilizes each individual to the highest capacity Perform needs - based issue and situational assessments to improve operational efficiency, manage expenses, and ensure critical execution during difficult and complex emergency situations Support other members of the leadership team to facilitate efficient logistical and organizational operations, performing important administrative tasks and analytical assignments Maintain a strong technical knowledge of and passion for emergency management techniques, appropriate policies and procedures, response methods, and other relevant information Address important queries from all sources, resolving them in an expedited and completesupport relationships within the local and regional community Act as a liaison between staff members, management, and other parties to maintain a high - quality collaborative relationships, driving program success and sustainability while ensuring rapid response to crisis Present relevant information and instruction to both staff members during training and victims during crisis, providing thorough explanation an demonstration to allow individuals to grasp important concepts Managed and supervise staff in a manner which drives efficiency, promotes safety, and utilizes each individual to the highest capacity Perform needs - based issue and situational assessments to improve operational efficiency, manage expenses, and ensure critical execution during difficult and complex emergency situations Support other members of the leadership team to facilitate efficient logistical and organizational operations, performing important administrative tasks and analytical assignments Maintain a strong technical knowledge of and passion for emergency management techniques, appropriate policies and procedures, response methods, and other relevant information Address important queries from all sources, resolving them in an expedited and completeSupport other members of the leadership team to facilitate efficient logistical and organizational operations, performing important administrative tasks and analytical assignments Maintain a strong technical knowledge of and passion for emergency management techniques, appropriate policies and procedures, response methods, and other relevant information Address important queries from all sources, resolving them in an expedited and complete manner

Port Gamble S'Klallam engages cross-system partners in shared professional development, which includes collaborative consultation, peer support, and reflective coaching around the Touchpoints approach.

This Washington State tribal community has built a strong approach to shared professional development across system partners — accompanied by collaborative consultation, peer support, and reflective coaching from an assigned mentor with the Touchpoints Brazelton Center.

She served on the Board of Directors of the New York Association of Collaborative Professionals (NYACP) from 2008 through 2014 and continues to serve as Co-Chair of the the Peer Support and Development Committee of NYACP.

The focus of the Division of Early Childhood Education and Family Engagement (DECE) is to enhance social, emotional, physical, and academic development of New Jersey's children — birth through third grade — by providing leadership, resources, and professional development in support of high - quality early childhood programs within a comprehensive, collaborative program.