Sentences with phrase «decisions practicing teachers»

Without actually participating in the instruction and evaluation of student writers, teacher candidates can, nevertheless, participate in legitimate, peripheral ways in some of the decisions practicing teachers faced.

Not exact matches

If you have faith that you (not school teachers, pediatricians, child psychologists and lawmakers) are the most equipped person on the planet to make decisions for your child, then you are in fact practicing this philosophy.

In our opinion, it is only in this environment that teachers will be trusted to make appropriate decisions regarding what is «best practice» in teaching and learning.

Math teachers create rich learning environments for students to practice their skills when they set up a bakery business and students have to make financial decisions that can make the shop successful or can make it go out of business.

Sites are blocked which could enable teachers to open up learning, and students are never asked to practice good decision making at school because there are no decisions to make.

How will the research of the Reading First program be used to inform decision making for developing these best practices for teachers?

You will learn and practice agile teacher decision - making, such as when and what kind of help to provide, when and how to use group work, and how to offer student choice.

States and districts would be wise to focus on the goals of their evaluation systems, including differentiating teachers based on their observed practice, providing actionable feedback on how to improve, and using the results to make consequential personnel decisions.

Therefore, ILTs provide a place for discussion but ultimately leave team members unable to truly capitalize and make decisions that would positively impact teacher instructional practice.

Many point to the decision to «put the pedal to the metal» on teacher evaluation at the same time the state's school districts and teachers were grappling with Common Core and the changes in practice the higher standards demanded.

Flicking a red rubber band bracelet on our wrist or placing a red ball cap on our heads are two practices that teachers could model and repeatedly share when a pause is needed before making a hurried emotional or academic decision.

According to researchers, data - driven decision making (DDDM) is «a system of teaching and management practices that gets better information about students into the hands of classroom teachers» (McLeod, 2005).

Teachers who used RC practices and / or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision - making, controlling for whether they taught at a RC school.

Following the 2000 tragedy at Stainforth Beck in North Yorkshire, the decision of the HSE to prosecute Leeds Education as the employer rather than the teachers concerned, illustrates the likelihood to prosecute at employer level where good management practice is not in place.

It involves thousands of decisions every day and requires teachers to constantly adjust their instructional practices to meet the needs of their students.

If teachers have more influence in decision making and practice shared leadership, they believe parents are also more likely to have influence and be involved actively in school improvement efforts.167 Since other research has confirmed this relationship, we kept both constructs in the remaining analyses.

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.

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

While our analysis indicates that ability grouping and DI occur simultaneously, there is still much to learn about how teachers make meaning of these practices and the extent to which changes in the larger institutional environment inform their decisions.

In short, it appears from this small sample that teachers in schools where our observation measures indicated less ambitious instructional practices were more likely to externalize their needs for instructional support (e.g., resources, backup for classroom management decisions) than to value support focused more directly on developing their instructional expertise.

Three of the four most effective schools reported having an active site council in which parents served on the committee with teachers and other school staff and helped to make decisions concerning school practices.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

If we're making decisions based on that data and we are making assumptions that that data is accurate through observers and through teacher or principal practice, then let's track our professional learning.

What we have learned about the necessity of situating lessons in their larger contexts is discussed, as well as the tensions inherent in teacher decision making and how the decision making process may highlight discrepancies between teachers» espoused beliefs about teaching and what they do in practice.

Through discussion questions in the facilitator guide and links in the issues matrix, we hope to focus preservice teachers» attention on (a) the need to understand the larger context in which a lesson or lessons occur, (b) the tensions that are inherent in teacher decision making, and (c) the discrepancies that can occur between teacher beliefs and practice in the midst of making instructional decisions.

This professional development may influence teacher decision - making by conveying instructional practices, providing appropriate science content materials, or providing pedagogical implementation ideas (Davis & Krajcik, 2005; Davis & Varma, 2008).

Effective programs provide principals an opportunity to learn by practicing aspects of the daily tasks of the principalship, such as learning to listen to and include teachers in school - site decision - making.

School - based professional development must be institutionalized and structured so that all teachers continuously examine, reflect upon, and improve instructional practice, data - based decision making, and the delivery of interventions.

Awareness that all educational and curricular decisions are value - laden and that teachers play an important role in critically examining and questioning ways that the normative culture can impact policies and practices, particularly regarding education

Talent Development Secondary utilizes site based instructional coaches and a school transformation facilitator to guide teacher as they work collectively to make decisions around matching educational practices to student needs.

Yet, until recently, there's been little follow - up discussion about whether, in practice, teachers have been able to shift their role to one in which they collectively make many of the decisions influencing these schools» success.

Local decision makers can support and incentivize these types of evidence - based professional development models by providing more practice - based models of professional development that move beyond teachers» «seat time» to models that promote active learning and take place within teachers» schools, considering the context of their respective students, classrooms, and school site goals.

Her recent research on data - based decision making has focused on the ways in which teachers use multiple sources of data to inform instruction, how these practices are supported by district resources and structures, and which practices may contribute to improved student achievement in Title I schools.

Although a precise count doesn't exist of how many districts nationwide rely on LIFO, the landscape in recent years has undergone a «significant shift» toward layoff decisions based on teacher performance, said Sarah Heaton, managing director of district policy and practice at the National Council on Teacher Quality, a Washington, D.C. - based nonprofit that advocates performance - based lteacher performance, said Sarah Heaton, managing director of district policy and practice at the National Council on Teacher Quality, a Washington, D.C. - based nonprofit that advocates performance - based lTeacher Quality, a Washington, D.C. - based nonprofit that advocates performance - based layoffs.

CUREE works at the leading edge of research and evidence - informed educational practice to help teachers make informed decisions about the most effective and efficient approaches to use in their context.

One of those factors is that schools should reach deeply into the teacher cadre and genuinely involve teachers in selecting school staff, as well as in making decisions about budget, curriculum, instructional practices, discipline, and student and teacher assignments.

Increasingly, state legislatures have been working to weaken or even abolish the practice of teacher tenure, including the requirement to use teacher evaluation data in the decision to grant tenure.

Their decisions to practice with or without technology resembled the choices made by members of most English departments, with these decisions reflecting specific teacher values about the discipline and how those values are expressed in practice.

Summary: This article describes «transformational coaching», a model that encourages the teachers being coached to reflect on their teaching practice in order to make decisions on their own that further the learning and success of all children.

Technology facilitates such practices through video - based teacher evaluation modules for aspiring principals and leader tracking systems, which build a district's capacity to collect and organize data on experience and performance to inform staffing and other decisions.

(Using Data to Inform Decisions: How Teachers Use Data to Inform Practice and Improve Student Performance in Mathematics - Results from a Randomized Experiment of Program Efficacy.

This assumption is built into teacher hiring practices, into ways schools deal with parents and communities, into whether and how schools connect with kids, and into curriculum decisions about which courses will be offered and to whom.

It presents a five - step cycle of listening, validating, authorizing, mobilizing, and reflecting on student voice; a tool to measure the quality of activities involving student voice; and several examples of what students as researchers, planners, teachers, evaluators, decision - makers, and advocates look like in practice, at elementary, middle, and high schools.

The intended outcomes of the formal coaching process for the inviting teacher are the development of reflective practice and decision making; a refined and expanded repertoire of teaching strategies; an enhanced understanding of curriculum, instruction, and assessment; and the capacity to provide high - impact, learning - focused teaching strategies in an environment characterized by interesting and engaging work for students.

By expanding our formative assessment practices to systematically involve students as decision makers, teachers acknowledge the contributions that students make to their own success and give them the opportunity and structure they need to become active partners in improving their learning.

An important step in developing a system for ongoing improvement is for principals to engage the most effective teachers in instructional decision - making, and leverage the talents of the most effective teacher leaders to improve the practice of other teachers.

Jean Stiles, principal of Jasper Place High School in Edmonton, Alberta, Canada, shares how she created conditions within her diverse school for teachers to take ownership of their teaching practice, pursue their own professional learning and, most important, make the necessary decisions about what approach was best for their students» learning.

This collaboration focuses on the process of thinking and learning among teachers, creates a common thread that brings staff together, and values the teacher as the instructional decision - maker within the classroom, resulting in significant improvement in teacher practice and an increased desire to continue to grow professionally.

With respect to tenure decisions, first of all, you need to have — in the system, you need to have clear standards that you're going to evaluate the teacher against, that express the kind of teaching practices that are expected; and a way of collecting evidence about what the teacher does in the classroom.

In successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teachers.