Sentences with phrase «demonstrating gains in student learning»

Not exact matches

These examples highlight how students can engage with blended learning to gain content and instruction, but the coaches also described how digital tools give students new voice and choice in demonstrating their learning.

She also introduced Dr. Bruce Wexler's C8 ACTIVATE brain and neuroscience based learning program, providing data demonstrating remarkable gains for students using the ACTIVATE program compared to other classrooms in the same school district.

Analyzing more than a decade's worth of data from Chicago Public Schools, they found that schools where adults demonstrate a shared sense of responsibility for student learning are four times more likely to make substantial gains in reading than schools without strong professional ties.

In the context of teacher motivation, teachers may be inspired to new heights of professional aspiration by students who are demonstrating immense gains in proficiency and by the professional agency to flexibly employ the assessment methods that they know will both take into account and positively impact student learninIn the context of teacher motivation, teachers may be inspired to new heights of professional aspiration by students who are demonstrating immense gains in proficiency and by the professional agency to flexibly employ the assessment methods that they know will both take into account and positively impact student learninin proficiency and by the professional agency to flexibly employ the assessment methods that they know will both take into account and positively impact student learning.

During his tenure as a middle school principal, his school was recognized as a Michigan School to Watch for its academic excellence, social equity and developmental responsiveness, and for demonstrating significant gains in student learning.

Additionally, New Teacher Center advocates for multi-year induction programs that incorporate co-teaching models.44 Teachers supported by New Teacher Center demonstrate higher proficiency in both engaging students and using assessment in instruction, while 90 percent of new teachers agree that working with their New Teacher Center mentor influences their practice and meets their needs as a growing professional.45 Moreover, a preliminary independent Evaluation of Investing in Education, or i3 evaluation, showed that «after just one year, students of teachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachers.»

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professiStudent Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professistudent learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

Two reports have been published to date, which both demonstrate significant learning gains for Bridge PSL public school students; notably that they are learning two times quicker than their peers in non-PSL public schools.

A study of Arizona's career ladder program, which requires the use of various methods of student assessment to complement evaluations of teachers» practice, found that, over time, participating teachers demonstrated an increased ability to create locally - developed assessment tools to assess student learning gains in their classrooms; to develop and evaluate pre - and post-tests; to define measurable outcomes in hard - to - quantify areas like art, music, and physical education; and to monitor student learning growth.

Charter schools also tend to demonstrate greater learning gains for students in early grades than for students in high school.

Not only do students exhibit more positive behavior after participating in the after - school, but they also demonstrate significant learning gains in reading, math, and writing.

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations