Sentences with phrase «cultures focused on learning»

The concentration in Literacy, Language, and Culture focuses on the learning and use of multiple literacies among diverse groups of people.

To advance our ambitious goals, NT3 members needed to embrace new professional norms and identities as well as develop a network culture focused on learning and improvement.

Not exact matches

Solution: Focus first on compensation and benefits, and then shift over to the overall work environment — the work culture, team building, learning opportunities, professional development, less micro management, etc..

A culture that prioritizes learning results in a workforce focused on continuous improvement.

Muslim fundamentalists destroyed the great culture that was medieval Islam by withdrawing from learning and focusing inward on faith; now, the christian fundamentalists are trying to do the same.

One learns best, however, by doing it oneself, perhaps starting out with a limited inquiry focused on one of the following elements in parish culture:

Concluding our six - part series on the Spring Harvest 2005 theme, Steve Chalke focuses on the occasions when Daniel learned to compromise and others when he chose to stand his ground - vital principles for you and me who also live in a an alien and sometimes hostile culture.

Our educational culture provides learner - centered graduate education that nourishes the growth of individuals» intellectual, emotional, physical and spiritual lives within learning communities, focusing on disciplines that will be central to the unpredictable nature of civilization in the 21st century.

pushback against diet culture and focus on intuitive eating is an interesting thing since, at its core, it's supposed to be about learning to listen to what your body wants.

She really focuses on «immersion adventures», trying to integrate with cultures as much as possible, learning to eat, cook, speak and sleep like a local and truly experience a place, rather than just visiting.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

Domain 5 — the idea of teachers in the school sharing and showcasing best practice to support professional learning of others, and this idea of a self - reflective culture, focus on improving classroom teaching, that was... this really informed our vision.

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instruction.

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

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.»

When creating the eLearning strategy, this has to be taken into consideration along with concerted focus on how to improve the learning culture of the organization.

HGSE is also a supportive and collegial learning environment,» said Kelley Ann Larrow, a D1 focusing on Communities, Culture, and Education with plans to acquire an adjustment counselor license through the Risk and Prevention Program.

Yet if the challenge can be met, if the attention of the adolescent culture can be directed toward, rather than away from, those educational goals which adults hold for children, then this provides a far more fundamental and satisfactory solution to the problem of focusing teenagers» attention on learning.

While Yes Prep's fondness for project learning was highlighted, much of Edutopia's coverage focused on how to re-create the school's college - bound culture and tough - love discipline code.

On September 8th we celebrate International Literacy Day, as a result of an 1965 initiative of the United Nations Education, Science and Culture (UNESCO) organization, designed to highlight how crucial literacy was to people and their communities, and to focus attention on expanding the opportunities for all people to learn to reaOn September 8th we celebrate International Literacy Day, as a result of an 1965 initiative of the United Nations Education, Science and Culture (UNESCO) organization, designed to highlight how crucial literacy was to people and their communities, and to focus attention on expanding the opportunities for all people to learn to reaon expanding the opportunities for all people to learn to read.

In secondary education... we are beset by a peculiar paradox: in our complex industrial society there is increasingly more to learn, and formal education is ever more important in shaping one's life chances; at the same time, there is coming to be more and more an independent «society of adolescents,» an adolescent culture which shows little interest in education and focuses the attention of teenagers on cars, dates, sports, popular music, and other matters just as unrelated to school.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

By focusing on discussion and collaborative learning, College Prep encourages a culture where students learn the content material, as well as how to think critically and to work in teams.

For several years our school has been focused on school improvement and changing the culture of the school in order to truly become a «professional learning community.»

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

Discussion focussed on the need to create, «spaces and culture where staff and students want to come to for learning and for sharing... where classes are working side by side, where teachers can see, hear and be involved in another teacher's lessons».

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

Education systems should incorporate multiple ways of learning, combining formal and non-formal, traditional and modern, local and outside languages, local and external teachers; high priority needs to be given to vocational learning, through community - based institutions; content should be focused on enhancing links with nature, culture, and society, encouraging community and collective thinking and working, respecting diversity, and other principles and values described in this section.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

This new pilot program will allow me to leverage success to another campus while developing strong leaders who understand that the focus on culture, community, consistency and climate will create a powerful learning environment for all children.

Keeping the focus on professional learning, not on teacher evaluation, is an important step in building a more collaborative culture.

The framework covers five key domains: professional culture; leadership; a focus on student learning, wellbeing and engagement; a focus on improving professional knowledge and practice; and teachers who think systematically about their practice and learn from experience.

This school in Western Australia is focused on creating a culture of continuous learning for both staff and students.

A Nashville high school focuses on using social and emotional learning to build strong relationships and a positive culture — and to improve academic outcomes.

What if we were to focus on developing a level of comfortability with unfamiliar cultures and language - learning in our teaching of Shakespeare?

This session will focus on New Milford High School's journey to radically transform the learning culture through the formation of our own Academies.

Teachers across the country have been invited to share their views on the new Internet Safety Strategy green paper, in a number of focus groups organised by the London Grid for Learning (LGfL TRUSTnet) on behalf of the Department for Digital, Culture, Media and Sport (DCMS).

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Her research focuses on the neural, psychophysiological, and psychological bases of social emotion, self - awareness, and culture and their implications for children's development and successful learning in school.

It makes sense intuitively, and we have seen repeatedly that successful school reform, charter schools, and turnaround initiatives focus first on discipline and culture to establish a foundation for learning.

Professional development focuses teachers on learning related to school culture and climate.

The new Every Student Succeeds Act, which replaced No Child Left Behind, should make this easier to do — no longer are schools focused primarily on test scores, because ESSA encourages schools to measure social - emotional learning or school culture as well.

Common to both types of efficacy, however, is the strong influence of the district «s focus on student learning and the quality of instruction, as well as district culture.

The focus on individualism found in Western culture suggests that learning is optimal when student self - expression is exploited and when students are engaged in exploration.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The New Leaders: Emerging Leaders Program (see more detail above) focuses on adult leadership, instructional leadership, building a culture of learning, and developing feedback and self - reflection.

NASSP's Building Ranks: A Comprehensive Framework for School Leaders focuses on two key pillars: building culture and leading learning.

The five Beginning to Teach microcredentials are focused on the heart of an educator's practice: the culture and climate of the classroom, engaging learners and ensuring they are learning, collaborating with others, and practicing constant reflection.

Immersion of children and youth into the computer culture elicits many questions focusing on the enhancement of this context for promoting teaching and learning.