Sentences with phrase «cultures of every grade level»

In countless cases across the country, research shows that these relationships transform the cultures of every grade level and every skill set, every cultural background and every resource level.

Not exact matches

The imbalance of omega - 6 fatty acids in relationship to the lower levels of omega - 3 fatty acids found in today's Western - culture diets is thought to be one of the primary driving forces behind low - grade, chronic inflammation.

We're building a culture of wonder, possibility, and innovation; we've adopted a common language around creativity; and we've identified three of our four grade - level year - ending capstone projects.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

I wondered how I could change the culture of the whole building so what I had with my grade - level team could permeate throughout.

A group of grade - level teachers, physical education teachers and counselors will analyze scholarly resources to determine how to integrate food, nutrition, health and culture (while maintaining Park City School District's rigorous academic standards) into existing curriculum.

We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade level teams, and not in whole schools.

When teachers work together to examine student work and analyze classroom lessons, they figure out collectively what works and what doesn't, and they build a culture of learning across grade levels in elementary school s and within departments in secondary school.

Depending on the staff culture, it might be smart to have a grade level or group of teachers pilot project - based learning for a year or two before moving to a whole scale approach.

In Creating a Culture of Reflective Practice — a companion volume to their teacher - oriented book Teach, Reflect, Learn — authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your Culture of Reflective Practice — a companion volume to their teacher - oriented book Teach, Reflect, Learn — authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your culture of reflective practice in your school.

Each domain includes a list of standards, or indicators, such as using strategies to promote higher - level thinking skills or creating a respectful classroom culture, that teachers at all grade levels, in all subjects, are expected to meet.

Whether it's a grade level, a department, a PLC, or a school improvement team, those who have a culture of collaboration are achieving more.

Severe mental illness and its early manifestations can not be handled and resolved through classroom - based intervention alone, but when adults are sensitive to students» needs and challenges — as they are in schools permeated by the culture of SEL — successful referrals are more likely, particularly as troubled children continue through the grade levels.

In the first «residency» year, you'll learn the basics of how to build relationships with students, families and colleagues; you'll apply proven strategies for establishing a positive and productive classroom culture; you'll learn teaching strategies specific to the grade levels and subject areas that you teach (e.g., high school biology); and you'll develop skills in lesson planning and assessment design.

The year we changed our focus from textbooks, programs, supplies, schedules, buildings, grades, test scores, etc. to focus on the heart of the matter at the root level (culture, identity, will, beliefs, thoughts, emotions, empathy, relationships, etc.), we transformed our performance data.

This comfortable experience of hiking can be compared to the conditions in many schools, where a culture of focusing on preparing students for the next grade level, hopefully moving on to college, is familiar territory for educators and we continue to exercise and enjoy the experience.

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.

First - year work was focused on building an effective, positive school culture; leadership was focused on addressing instability at the school after several years of administration turnover, grade level restructuring, safety deficiencies and staff mistrust.

For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years.

By working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school and / or district.

Schools at the top of the list have a culture of high expectations, focused on getting every child to grade level and college - ready.

In addition to providing teachers with all the tools they need to create a better assessment system, Classroom Assessment and Grading That Work makes a compelling case for the potential of such a system to transform the culture of schools and districts, and to propel K — 12 education to new levels of effectiveness and efficiency.

Data should be presented by gender and ethnicity, as well as by grade level within the school and staff position, so that differential perceptions of the school culture and climate can be uncovered.