Sentences with phrase «define effective student»

MyTeachingPartner - Secondary (MTP - S) is a coaching system that provides a library of videos showing effective teaching, as well as personalized Web - based feedback videos of teaching practice using the research - based CLASS - S scoring system to define effective student - teacher interactions (Allen et al., 2011).

Not exact matches

National Schools of Character exemplify CEP's Eleven Principles, among them defining ««character» comprehensively to include thinking, feeling, and behavior»; implementing «a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed»; providing «students with opportunities for moral action»; and using «a comprehensive, intentional, proactive, and effective approach to character development.»

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

Rather than painting boards and their members with a broad brush, Shober and Hartney spend time defining different types of capacity — possessing accurate knowledge about a district, focusing on student learning, and adopting effective work practices.

For example, the idea that the success of LEAs will be determined based on: «the number and percentage of participating students by subgroup who have daily access to effective and highly effective teachers» is problematic in the way that it potentially limits the innovative staffing models possible to serve students if educator is defined as one being co-located with the student.

Darling - Hammond and co, in Professional Learning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicator.»

Teachers can define for themselves «what counts» as effective instruction by asking: «What evidence do I have that my students are learning?

«We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success,» the authors say.

As part of the Programs in Professional Education (PPE) institute, Improving Quality in Education Systems: Building Quality Schools, participants spent two weeks tackling tough issues like how to build sustainable schools, design effective systems for monitoring and evaluating student and school performance, and define quality schools.

Students follow a clear and logical learning journey, in which they: - Define and identify the key structural features of limericks; - Read limericks, answering questions about the content and use of language and structure; - Hone their rhyming skills through a fun and interactive game; - Create a success criteria for effective limerick writing (a ready - made success criteria is included)- Write their own limericks, using the techniques that they have learnt; - Peer / self - assess their learning attempts.

Comparability would enable serious researchers to make fine - grained, practice - based distinctions at the classroom level, enabling the field to observe, define, and disseminate effective practices among various subsets of students.

The NSIT was built on research into the practices of highly effective schools, defined as schools that make rapid improvements in student performance over time or that perform unusually well given the socioeconomic backgrounds of their student intakes.

Teachers, for example, are observed in their classrooms five times throughout the year and rated on nine explicit criteria that the district uses to define effective instruction, including how well they explain concepts and if they check for student understanding.

Increasingly, courts are defining the constitutional standard for education in terms of the skills and knowledge students need for effective civic engagement.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

The importance of defining progress can not be understated as it impacts many issues in relationship to effective use of assessment, instructional decision - making, and lastly, the importance of how we think about our work as evaluators, change agents, and adaptive learning experts and the impact these thoughts can have on student achievement and the success of our teaching.

We find it important to note that researchers, who often represent opposing views about the characteristics that define effective teaching, do agree on the dangers of using the VAM student growth model to measure teacher effectiveness.

An effective educational model links annual outcomes and goals to defined, proven strategies that best fit the needs of students.

A year ago, Carnegie and McKinsey concluded, «The short answer is no: even coordinated, rapid, and highly effective efforts to improve high school teaching would leave millions of students achieving below the level needed for graduation and college success as defined by the Common Core.»

With regard to defining «ineffective or inexperienced» teachers, our members recommended that the state use multiple measures to determine a definition of «effective,» including student growth.

Administrators can learn what practices are used by their most effective teachers to drive student outcomes and can define programs to help other teachers adopt those practices

They define the work of teachers and make explicit elements of high - quality, effective teaching in 21st century schools that will improve educational outcomes for students.

«Teacher leadership,» the author notes, «is defined as specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in the service of student learning, adult learning and collaboration, and school and system improvement.»

While there is no direct causal relationship to student achievement, the research found that effective school leaders have specific defining characteristics and actions.

Specifically, PSEL defines effectiveness in this area as ensuring that students have equitable access to effective teachers and supports, developing policies that fairly address student misconduct, and confronting biases and «low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status,» among other tenets.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

They defined effective professional development as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.

Tennessee defines «highly qualified» as a teacher whose students gain at least 1.5 years of academic growth per school year, i.e., a «highly effective» teacher.

Teacher leadership can mean a lot of things, but one helpful description comes from The Aspen Institute, which defines it as «specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school system improvement.»

The current law falls short not only of recognizing principals, but also defining how systems should identify effective leaders based on student achievement and other multiple measures of outcomes and practice that principals directly influence.

In a similar manner, the National School Boards Association defined the «Key Work of School Boards» by identifying a framework of eight interrelated actions that school boards should undertake to engage their communities and improve student achievement through effective governance.

Then, because some authors have suggested that dual enrollment programs spanning multiple semesters may be more effective in improving outcomes for middle - achieving students, we conducted a second set of analyses that accounted for students» participation intensity, defined as the number of dual enrollment courses taken.

Emphasis will be given on how plans define an effective educator, the attributes of cultural responsive pedagogy at the instructional level, and the importance of accessing student knowledge through instruction in an effort to ensure every student receives a quality education.

The VTSS systemic approach allows divisions, schools and communities to provide multiple levels of supports to students in a more effective and efficient, clearly defined process.

• Efficient and effective use of technology • Student engagement and voice in the educational process • Teachers as facilitators and mentors • Integrated learning experiences, including makerspaces, genius hour, project - based learning, and online instructional strategies • 24/7 access to learning • What career and college knowledge, skills and dispositions are critical • Transforming the learning environment beyond the walls of the classroom and the defined school day schedule • Competency based curriculum to support mastery learning

Administrators can learn what practices are used by their most effective teachers to drive student outcomes and define programs to help other teachers adopt those practices

The short answer is no: even coordinated, rapid, and highly effective efforts to improve high school teaching would leave millions of students achieving below the level needed for graduation and college success as defined by the Common Core.

Dr. Gay defined culturally responsive teaching as, «Using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students» (2011).

Sampling the Certification Exam provides students with 10 practice problems that model the test format of the certification exams.Learning Objectives establish clear goals for students as they begin their chapter study helping them focus on the information that is most critical to their success.Key Terms are highlighted and defined to help students better comprehend the language they will use when communicating with patients and other healthcare professionals.Safety Notes alert students to important safety reminders that must be heeded to provide safe and effective patient care.Photographs and Illustrations help students visualize pharmacy procedures medication dosage forms supplies equipment and real - world patient interactions.Tables and Chapter Summaries encapsulate key points of the chapter and offer students beneficial study aids.