Sentences with phrase «designing professional learning experiences»

Now, in my position at the NYC Leadership Academy, I find great joy in designing professional learning experiences for clients and facilitating retreats for leadership teams that encourage them to approach their work in new and different ways.

Instructional leaders who are in roles meant to support teachers (e.g., principals, administrators, instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing student learning.

b. Learn how to design professional learning experiences for teachers of diverse students (week three).

Not exact matches

The professional expertise and mix of the cohort in conjunction with the design of the EMBA program allows for a rich learning experience with immediate applicability of learned concepts.

The 2 - day PSI Certificate of Completion Course, taught by experienced and engaging faculty, is a thorough and evidence - based curriculum designed for nurses, physicians, social workers, mental health providers, childbirth professionals, social support providers, or anyone interested in learning skills and knowledge for assessment and treatment of perinatal mood disorders.

Read the article Direct Learners» Attention: 5 Tips For eLearning Professionals, to learn more about how to design eLearning deliverables that direct your learners» attention by offering them meaningful and memorable eLearning experiences.

Since it was designed by a team of experienced eLearning professionals, LearnUpon removes the frustrations normally associated with traditional clunky, expensive Learning Management Systems.

A free 12 month online and face - to - face professional learning program, starting in July, is designed to give them the knowledge, experience and skills to use the approaches and materials and lead others.

The dividing lines will blur and Learning and Development professionals will have to take the onus of designing experiences that are seamlessly interwoven across different ecosystems and provide real - world, on the job application.

These key elements guide both the professional learning experiences for Sammamish staff and the ongoing PBL curriculum design.

Instructional design professional focusing on Authentic Learning experiences and creations of learning technLearning experiences and creations of learning technlearning technologies.

A creative and versatile learning design professional with over 13 years experience in the industry.

As a top national priority, professional experience is currently being reconceptualised by all partners to include internships, observations, school - based tutorials, joint clinical practices, mentor training, and supervised practicum or community placements — all elements that the recent TEMAG Report says should be designed to provide graduates with multiple opportunities to «learn to teach» through field - based quality mentoring and partnerships.

CEEL is designed to offer working professionals in early education an opportunity to deepen their core knowledge, enhance their skills and add to their leadership toolkit through a flexible, online, and job - embedded learning experience.

As a senior fellow for the International Center for Leadership in Education, she provides professional learning and coaching to districts and schools on leading learning organizations, designing rigorous and relevant learning experiences, achieving instructional excellence, and utilizing formative data to drive daily practice.

Some districts, schools, and teachers are designing, implementing, and experiencing professional - learning opportunities that have the power to improve teaching and enhance student learning.

Dr. Swanson's insights into how the Edcamp Model meets the needs of educators in their pursuit of personalized learning for professional development is founded in the experience of designing and supporting Edcamps since the very first one in Philadelphia.

The Doctorate in Education in leadership and learning in organizations is for experienced mid-career professionals interested in gaining the critical skills in leadership, organizational development, learning and design, and data and analytics.

Most experienced learning design professionals know that when they need to convert existing classroom training materials to eLearning, they will receive the content from various sources in various formats.

Our client is looking for a professional Instructional Designer to design and develop learning and practicing experiences.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences.

«The entire learning experience has deepened my understanding of intentional design and quality planning, and because the learning is aligned with the LDC Competencies, I have learned all things at a much deeper level than I have in previous professional learning models.

The NAESP Principal Mentoring program builds mentoring skills for veteran principals through a network of experienced mentor coaches and Professional Learning Communities via monthly online professional development interactions including leadership skills and design thinkingProfessional Learning Communities via monthly online professional development interactions including leadership skills and design thinkingprofessional development interactions including leadership skills and design thinking strategies.

Test development conducted by external agents inevitably leads to discontinuity within the local curriculum while depriving educators of valuable professional learning experiences in the design and scoring of meaningful assessments.

The MA PLN professional development experience is intentionally designed to model best practices in personalized learning — offering an engaging blended learning experience that demonstrates a flipped model of learning.

Collaboratively design high quality professional learning experiences for district / CMO leaders, school leaders, and teacher leaders

GPM is currently seeking an experienced instructional design professional to serve as an Instructional Learning Designer.

Your learning will be assessed by an evaluation of a brief memorandum to your leadership team proposing the design and content of the professional learning experiences to enhance the teaching of students of diverse racial, ethnic, cultural and linguistic backgrounds.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingEXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingEXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingexperience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingexperience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

During the three day training, participants will engage in high - quality, professional conversations and hands - on learning experiences designed to support those interested in supporting candidates through the certification process.

In this training, participants will engage in high - quality, professional conversations and hands - on learning experiences designed to support Board - certified teachers interested in supporting candidates through the National Board Certification Pre-Candidacy course.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences and through high - profile recognition programs like the Breakthrough Schools Program.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high quality professional learning experiences.

In the area of professional technology skills, university faculty members and K - 12 teachers identified practices encompassing NETS - T, Standard I, understanding technology operations and concepts; Standard II, planning and designing learning environments and experiences; Standard III, teaching, learning, and the curriculum; and Standard V, productivity and professional practice (ISTE, 2002).

This article describes experiences from a professional development project designed to prepare in - service eighth - grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I.

Teacher education and teacher professional development programs should increase future and current teachers» awareness of and experience with game - based learning environments designed to help students develop scientific inquiry skills and 21st - century skills (e.g., River City) beyond simple drill - and - practice games and simulations.

One of the most thought - provoking workshops was «Students are the new PLC (Professional Learning Community)-- Empathizing and Learning from Students to Design Classroom Experiences that Matter.»

We are focused on designing and delivering the highest quality professional learning experiences for the teachers, administrators, and others with whom we work.

The six standards of NETS - T state that teachers should have knowledge and skills in the areas of technology operations and concepts; planning and designing learning environments and experiences; teaching, learning, and the curriculum; assessment and evaluation; productivity and professional practices; and social, ethical, legal, and human issues surrounding the use of technology in K - 12 schools.

Allison is a Member of Pennsylvania ASCD's Whole Child Committee, working to design meaningful professional learning experiences for superintendents and principals to ensure all students are healthy, safe, engaged, supported, and challenged.

The UF Lastinger Center Equity Coaching program provides school - based administrators, instructional coaches, and / or teacher leaders with a yearlong, job - embedded, practice - centered, professional development experience specifically designed to assist schools and school systems to implement policies and practices that advance the learning and life prospects for students of color.

Learners» backgrounds, experiences, beliefs, motivation, interests, cognitive processes, professional identity, and commitment to school and school system goals affect how educators approach professional learning and the effectiveness of various learning designs.

Over a two - year process, this professional development and leadership training program provides direct, hands - on inquiry - based research, learning, and writing, under the guidance of experienced mentors as well as leadership development through designing and delivering training / presentations for peers, administrators, parents, and community members.

Mrs. Grant brings a strong pedagogical and technological background, extensive experience and expertise in the design and development of professional learning, as well as experience working with districts across North America to support large scale implementation.

School districts should promote professional learning opportunities that open the door to career pathways for experienced teachers: to help design and implement professional learning within their schools; to serve as consulting teachers and coaches for early career educators; and to serve as team leaders for collaborative school learning teams.

Andrew Smith, Chief Strategy Officer, Rowan - Salisbury Schools, Salisbury: The same sense of urgency and vibrant spirit defines Andrew Smith's style as he leads professional learning experiences for educators and administrators; the district's 1:1 initiative for students or the digital citizenship curriculum he designed for parents.

Insight offers interactive professional learning experiences and training on our widely - used Strategic Design for Student Achievement model.

In addition, ASCD combines its extensive experience with professional learning, CCSS implementation, and the LDC process to design personalized learning for schools and / or districts.

SPED 123/223 Methods and Strategies for Exceptional Learners This course is designed for special and general educators, and other professionals who have need of knowledge and experience in adapting and accommodating classroom learning environments (socio - emotional, behavioral, and physical) for students with disabilities.

CPM's free professional development is designed to model for the teachers what we want students to experience in math classrooms; therefore, the teachers are engaged in rich problems and are encouraged to ask questions to deepen their own understanding, and to contemplate the learning process in mathematically rich classrooms.