Sentences with phrase «collective responsibility for learning»

Learning communities share collective responsibility for the learning of all students within the school or school system.

Leithwood's (2017) work confirms we need to keep our focus on the students in our charge and foster collective responsibility for learning.

Not exact matches

There are many reasons why we should avoid collective punishment, but the most important is that if we want students to learn how to take responsibility for their behavior, they need somewhat predictable outcomes for their choices.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

For example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeiFor example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeifor improving student learning and wellbeing.

Whether it's to socialise, learn or play, we all have a collective responsibility to minimise the risks and maximise the benefits for this new digital generation.»

Teachers «shared leadership with parents (F = 1.99, p =.113) and teachers «collective responsibility for student learning (F = 1.63, p =.179) were not statistically related to urbanicity.

Educators work collaboratively rather than in isolation, take collective responsibility for student learning, and clarify the commitments they make to each other about how they will work together.

We found teachers «leadership focused on collective responsibility for student learning to be more likely present in high poverty schools than in low poverty schools, but teachers are less likely in high poverty schools to share norms around teaching and instruction.

Also, teachers in higher - diversity schools report that teachers «leadership focused on collective responsibility for student learning is lower than that found in lowdiversity schools, and, again, that teachers in low - diversity schools are less likely to share norms around teaching and instruction.

Building upon the work of horizontal teams, vertical conversations promote a wide - angle view of student learning and further promote collective responsibility for the students within a school.

Teachers, teaching artists and administrators take time to develop methods of collective inquiry; the kinds of conversations and processes that create collective responsibility for assessing and improving instructional practice and learning opportunities.

Similarly, reciprocal teaching is a wonderful way to develop students» deep learning as they assume increased responsibility for their collective understanding of a text.

This builds collective responsibility for both educator and student learning.

This occurs when teachers take collective responsibility for improving student learning.

As learning team members, teachers commit to sharing collective responsibility for the students in team members» classes.

In fact, the key to understanding the power of professional learning communities is to understand the power of collaborative teams taking collective responsibility for results.

Learning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alLearning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning communities committed to continuous improvement, collective responsibility, and goal alignment.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

«Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.»

Or, true learning communities that have collective responsibility for ALL student learning.

Of the eight, the fifth explores the role of the educator and envisions a world where professionals other than the teacher — who often work in isolation — shoulder collective responsibility for student learning.

The first line in the NEA Commission on Effective Teachers and Teaching report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students»Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students»learning balanced with collaborative autonomy that allows educators to do what is best for students» (2011).

There are many advantages of learning communities, such as teachers developing collective responsibility for student learning, the community becoming results oriented, and community members aligning adult learning goals with student learning goals and holding each other accountable.

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alLearning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning communities committed to continuous improvement, collective responsibility, and goal alignment.

More students achieve when educators assume collective responsibility for student learning.