Sentences with phrase «collaborative professional learning through»

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An experienced school teacher, mentor and researcher, Vincent's PhD focused on how learning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learninglearning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learningLearning Study) and the use of a learninglearning theory.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

The D.C. Staffing Data Collaborative is a partnership between a third - party expert and 52 LEAs, serving more than 90 percent of all public schools in Washington, D.C. Through the collaborative, LEAs can examine staffing data that capture metrics in the areas of recruitment, retention, preparation, professional learning, anCollaborative is a partnership between a third - party expert and 52 LEAs, serving more than 90 percent of all public schools in Washington, D.C. Through the collaborative, LEAs can examine staffing data that capture metrics in the areas of recruitment, retention, preparation, professional learning, ancollaborative, LEAs can examine staffing data that capture metrics in the areas of recruitment, retention, preparation, professional learning, and evaluation.

This webinar will introduce a tool developed through a collaborative process with leaders nationwide during the Wallace / NASSP Principal Professional Learning Community (PLC).

Breaking Ranks provides school leaders with a framework for improving schools through collaborative leadership and professional learning communities; creating relevance through personalizing the school environment; and addressing issues of rigor through curriculum, instruction, and assessment.

Collaborative learning runs through all aspects of the professional development: within the face to face training sessions, through Teacher Leader visits to schools, and through teachers» Learning Partner visits with eaclearning runs through all aspects of the professional development: within the face to face training sessions, through Teacher Leader visits to schools, and through teachers» Learning Partner visits with eacLearning Partner visits with each other.

The Center for Collaborative Education is partnering with the Vermont Agency of Education to offer professional learning opportunities to educators throughout the state through the Vermont Professional Learnprofessional learning opportunities to educators throughout the state through the Vermont Professional Learning learning opportunities to educators throughout the state through the Vermont Professional LearnProfessional Learning Learning Network.

Through partnership with iLearn Collaborative, they have (a) assessed teachers» learning needs as they pertain to their experience in the blended and personalized learning space, (b) developed a certified train - the - trainer model of professional development, creating a cohort of teachers capable of leading district - wide implementation, and (c) provided micro-credentialing to acknowledge achievement and qualifications.

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.

I believe deeply that the key to instructional improvement and closing the achievement gap is investing in the professional quality of the faculty through engaging teachers and administrators in reflective practice and collaborative learning.

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

The project will provide opportunities for teachers to learn new strategies for collaborative instruction by observing other co-teachers in action, engaging in professional learning through conferences and research - based readings and dedicated time to establish and reflect on co-teaching relationships.

● 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

Using the multi-year, collaborative Container Building Research Project at Marietta City Schools, where students are mentored by trained professionals, participants will learn strategies on how to develop and cultivate authentic partnerships within the community and to create an authentic and innovative learning environment that will inspire students to discover their innate abilities, to capture their curiosity, and to connect them with opportunities that will help them be sustained through life.

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.

This document represents the work of a team of educators representing various grant projects and organizations, including: KyNT3 — Network to Transform Teaching administered through the Educational Professional Standards Board, Instructional Transformation Grant administered through the Kentucky Department of Education, CTL — the Collaborative for Teaching and Learning, The Fund for Transforming Education in Kentucky, the Kentucky Education Association, Hope Street Group, and the Bluegrass Center for Teacher Quality.

Strategies for Technology Enhanced Learning and Literacy through Art (STELLAR) is a collaborative professional development initiative involving five high - poverty, rural school districts in Lane County, Oregon, the Jordan Schnitzer Museum of Art (JSMA), the Lane Education Service District, the Oregon Writing Project, the University of Oregon's Center for Advanced Technology in Education and VTS.

More and more, schools are seeking to retain teachers by creating collaborative cultures through professional learning communities, or PLCs; critical friends» groups, or CFGs; or teams comprised of grade level or content teachers who meet daily to discuss teaching and learning, student progress, and share best practices.

Cultivate professional growth by running effective, efficient faculty and PLC meetings and promoting collegial learning through peer observations and collaborative partnerships.

By engaging in collaborative inquiry into their own professional practice, these district leaders are developing a shared understanding of how to implement professional learning through inquiry.

In the plan, we'll build a tangible return through implementing high - yield professional learning and support initiatives that are aligned to the specific needs of your district or state's educators and that will help create a supportive and collaborative environment to improve student achievement and growth.

Achieve3000 is excited to announce additional professional learning offerings for 2017 - 18 through our partnership with Dr. Douglas Fisher, including new modular sessions and classroom modeling lessons focused on extending independent student work through collaborative discussions and effectively implementing the Read - Discuss - Read instructional model in the classroom.

Anna Yates Elementary is a TK - 8 school in their third year of partnership with Mills Teacher Scholars in building a school - wide community of professional learning through teacher - led collaborative inquiry.

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.

As a result, leaders are equipped to support teachers» professional learning and growth through three regular routines — collaborative data dialogues, team lesson planning and peer learning groups — that ensure schools can implement, improve and sustain effective instruction.

Users of Seesaw are also meeting Standard IV: Professional Culture - Teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

In Breaking Ranks II and Breaking Ranks in the Middle, school leaders are provided with a framework for improving the performance of each student by: implementing best practices through collaborative leadership and professional learning communities, creating relevance through personalizing the environment, and addressing issues of rigor through curriculum, instruction, and assessment.

Through regular collaborative conversations with colleagues, they learned to surface the uncertainties that are inherent in teaching in confident, professional ways.

I recently returned from a conference of the International Academy of Collaborative Professionals, where approximately 400 attorneys, psychologists, therapists, accountants, and financial planners from all around the world gathered to learn how to help families through collaborative divorce (a process where clients agree to settle their disputes privately and attorneys are contractually barred from bringing contested issues in front of a judgCollaborative Professionals, where approximately 400 attorneys, psychologists, therapists, accountants, and financial planners from all around the world gathered to learn how to help families through collaborative divorce (a process where clients agree to settle their disputes privately and attorneys are contractually barred from bringing contested issues in front of a judgcollaborative divorce (a process where clients agree to settle their disputes privately and attorneys are contractually barred from bringing contested issues in front of a judge to decide).

As a result, leaders are equipped to support teachers» professional learning and growth through three regular routines — collaborative data dialogues, team lesson planning and peer learning groups — that ensure schools can implement, improve and sustain effective instruction.