Sentences with phrase «context as a classroom teacher»

It doesn't mean that the strategy as done in that particular context works perfectly in your context as a classroom teacher, or your school, or your district.

Not exact matches

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

Feldman and Tung (2002) and Adey (1997), for example, discuss teacher leaders and teachers sharing a common vision for instruction as part of this context, or studies describe teacher leaders as part of a broader intervention intended to impact teachers» classroom instruction (for example, Blank et al., 2006 and Balfanz et al., 2006).

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Although the list provides important guideposts, it is important for individual teachers to consider this list as a bridge to creating their own guiding principles of technology use based upon their own unique classroom goals, contexts, and students.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

The preservice teacher's pedagogical training has taught her that OLEs have gained increased popularity as a means to teach students using context - specific authentic problems because of the advantages this approach offers over classrooms that emphasize rote memorization of preexisting expertly conceived concepts (Edelson et al., 1999).

The paraprofessional works within the context of the classroom teacher's lesson plans and daily structure, guiding and supporting the student (s)» participation in classroom activities as needed

For some time now there has been increasing recognition that, in an educational climate of accountability measures and increased top - down control, there is a need to position the work of teachers as extending beyond the classroom and situate teachers» role in education within the broader context of schooling.

As professional teachers, they can continually improve their teaching through sharing classroom videos with supervisors, mentors, and peers in contexts such as video clubs (Sherin, 2007; Sherin & Han, 2004As professional teachers, they can continually improve their teaching through sharing classroom videos with supervisors, mentors, and peers in contexts such as video clubs (Sherin, 2007; Sherin & Han, 2004as video clubs (Sherin, 2007; Sherin & Han, 2004).

Similarly, fundamental advances in teacher education are emerging as researchers have begun to study directly the processes and contexts of teacher learning, including both the college classroom and the classrooms in our schools.

As a searchable database of student writing (with and without teacher comments), teacher interviews, and related materials for teaching writing, the SWAP begins to address the problem of how to provide teacher candidates with opportunities to engage with actual examples of student writing and teacher interviews about writing instruction from a variety of classroom contexts.

Design issues such as source of video footage, classroom context provided, length of video clips, and type of learner interaction should be considered in any use of classroom video for teacher education.

Thus, technology integration experiences integrated with authentic teaching and learning experiences in teacher preparation are recognized as more effective than traditional stand - alone technology classes, in which technology skills and experiences are taught separate from the classroom context (Brush et al., 2001; Hoelscher, 1997; Strudler & Wetzel, 1999).

As Kohn argues, because intrinsic motivation «is a concept that exists only in the context of the individual,» the prescriptions its proponents offer teachers, are often too radically individualized, or too bland and abstract, to be applied in classroom settings (See «Punished by Rewards?

The central task of teacher induction as outlined by Feiman - Nemser (2001) involves gaining local knowledge of students, curriculum, and context; designing responsive curriculum and instruction; enacting a beginning repertoire in purposeful ways; creating a classroom learning community; developing a professional identity; and learning in and from practice (pp. 1028 - 1030).

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classroom, buildings, and districts.

And what is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

These two related factors resulted in teachers who experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and whose views of themselves as change - agents focused almost exclusively on the classroom.

This report focuses on how a statewide reform initiative, when envisioned as a professional development opportunity, affected teachers» capacities to become change - agents in their classrooms and districts, and how individual district contexts shaped the development of those capacities.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classrooms, buildings, and districts.

What is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

The paraprofessional works within the context of the classroom teacher's lesson plans and daily structure, guiding and supporting the student (s)» participation in classroom activities as needed.

She has 15 + years experience teaching in prek - 12th grade contexts, first as a classroom teacher and then as a mindfulness and yoga content specialist.