They must also
demonstrate effective classroom practice and conduct of broader professional activities, including parent outreach and communication.
Not exact matches
As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive
effective professional development, based on a growing body of research
demonstrating the effectiveness of intensive professional development for improving teacher
practices in early care and education settings [301302303] and research
demonstrating that such strategies support are associated with improved teacher
practice in the
classroom and a positive increase in
classroom quality.
Nominees must complete an extensive written and video application that
demonstrates their mastery of mathematics or science content; use of appropriate instructional methods and strategies;
effective use of student assessments to evaluate, monitor, and improve student learning; reflective
practice and life - long learning to improve teaching and student learning; and leadership in education outside the
classroom.
These
practices include using
effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can
demonstrate without assistance and what the learner can do with assistance)(Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).
TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional
Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation,
classroom environment, instruction, and professional responsibilities); 22 themes (ranging from
demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most
effective ways to give students feedback).
Research and
practice demonstrate that
effective classroom management and student instruction in social, emotional, and behavioral self - management is a blueprint for success.
Seesaw will provide educators with evidence they have met Standard II: Teaching All Students - The teacher promotes the learning and growth of all students through instructional
practices that establish high expectations, create a safe and
effective classroom environment, and
demonstrate cultural proficiency.
• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and
effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural
classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively •
Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction,
practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong
classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate
effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software
• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the
classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children •
Demonstrated skills in
classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured
classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well
practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done •
Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved
The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted
classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education
classrooms.Specifically, this study was interested in how interventions based on changes in
classroom routines and instructional behaviors compared with interventions based on functional behavior assessment.Results
demonstrated the effectiveness of incorporating
effective classroom practices in reducing problem behaviors in special education
classrooms for students with EBD.