Sentences with phrase «develop quality classroom»

Our General Education Department led a curriculum and assessment initiative called «Hair on Fire» that helped local districts deeply understand the new Common Core State Standards using common classroom language and learn how to develop quality classroom assessments.

Not exact matches

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

Instead, what teachers need to do to help develop those qualities in their students is create an environment, in the classroom and the school as a whole, that makes students motivated to persevere.

It is only with this kind of time - intensive, high - quality effort in all classrooms that we will be able to support all Hispanic students — whether designated as «English proficient» or not — to develop the advanced literacy skills needed for high - school graduation and well beyond.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

At the very least, they can help to instill a sense of hope and optimism in their students — by getting them ready for college and / or a satisfying career, by embracing high - quality technical education, and by developing in them character traits like drive and prudence, both via classroom instruction and through extracurricular activities.

While we can measure the difference a good teacher makes in the classroom, we can't develop a mathematical formula for creating these heroic professionals, so judges will instead focus on easy - to - measure but inaccurate metrics like teachers» salaries as proxies for teacher quality.

Education leaders from across Australia met today to discuss their continued commitment to strengthening initial teacher education (ITE), in a bid to develop higher quality, classroom - ready graduates.

All of the efforts to establish new standards, develop new assessments, improve the quality of teaching, and increase funding will produce few positive results if the effects of that activity do not reach the classroom.

Education leaders from across Australia met on Thursday to discuss their continued commitment to strengthening initial teacher education (ITE), in a bid to develop higher quality, classroom - ready graduates.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

The Quality Instruction Incentive Council, established this summer in a special legislative session to develop recommendations for a statewide merit - pay system, has three classroom teachers as members, one of whom represents the feau.

The difference is that these students» teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.

On the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her own.

Responsive Classroom - An approach for elementary classroom management that focuses on increasing academic achievement, decreasing problem behaviors, improving social skills, and developing higher - quality instruction.

Creating & Recognizing Quality Rubrics and accompanying CD - ROM draws from over 20 years of the author's direct experiences with developing rubrics and performance tasks, devising interesting ways to use rubrics as teaching tools in the classroom, employing rubrics to score thousands of pieces of student work for classroom and large - scale assessments, and working with teachers to make their rubrics more instructionally powerful.

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

It is a shining example of how smart investments such as channeling resources towards targeted professional development ~ smaller classrooms and intensive literacy; developing a creative and holistic curriculum; and employing high - quality kindergarten ~ health clinics and afterschool enrichment can help close the opportunity gap for all children.

We agree with this conclusion, and New Jersey, like other states, must develop such policies over time through a confluence of national and local research, lessons learned from our classrooms, and an unwavering resolve to provide our students with high - quality teachers.

When I heard that President Obama had proposed for $ 30 billion dollars to be directed toward teachers, I got excited at what this money could do to help develop quality evaluation systems or create innovative pay structures to encourage talented teachers to stay in the classroom.

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

The institute for leaders supports administrators and classroom leaders in developing the knowledge, understanding, and skills they need to implement high - quality differentiated instruction initiatives across a school or school system.

A group of teachers visiting multiple classrooms at their own school with the aim of fostering conversation about teaching and learning in order to develop a shared vision of high quality teaching that impacts on student learning.

Formed in reaction to a provision that allowed teachers in training to be identified under federal law as «highly qualified» and concentrated in low - income, high need schools, this group has developed a new, comprehensive framework for teaching quality that will allow the nation to put a fully - prepared and effective educator in every classroom and school.

The educational career ladder should entice quality teachers to remain in the classroom by developing positions of teacher leadership.

Once these are agreed we can look to build a set of descriptors and in turn rigorous, meaningful assessment processes that recognise (and indeed serve to support and develop) the high - quality teaching already happening in many classrooms across the country, rather than adding to teacher workload.

With these nine resources, you can develop a strategy to help make sure you have a quality educator in every classroom... even during a teacher shortage.

Nationally vetted Peer Review system developed by SCALE ensures that lessons are of the highest quality — teacher created and classroom tested.

Team up with other K - 12 leaders in this moderated group discussion to develop the winning strategies needed to put a quality teacher in every classroom, every day.

Summer Institute is our Quality Performance Assessment program's annual convening - where our highly - trained staff work with educators to develop their assessment literacy and build their capacity to implement performance assessment systems and accompanying performance tasks in their schools and classrooms.

Districts shall develop performance appraisal measures for assessing the quality of instruction delivered by substitutes who provide instruction for 30 or more days in a single classroom placement.

Through high - quality pre-k programs, they develop the confidence to take on more advanced classroom work.

Then, students are able to apply their learning and develop deeper understanding through hands - on, inquiry based explorations in the classrooms via dynamic project - based learning with high - quality educators.

As a result of knowing and using the Marzano Teacher Evaluation Model, administrators have improved the quality of the feedback they offer teachers: «Your classroom is out of control because you have not developed classroom rules.

Over time, we worked to develop an observational tool, the Mathematical Quality of Instruction (MQI), that would capture these and other dimensions of mathematics classrooms; then we trained several dozen teachers and former teachers to score those videotaped lessons using the observational tool.

+ 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 traveling required.

But there are some inspirations we could draw from the country, such as trying to get more high - performing students into the classroom as teachers or being more explicit in the character qualities we want students to develop — without obsessing over how to measure them.

Supporting teachers in developing their classroom practice through high quality CPD and more time to teach, rather than meet arbitrary Government targets, should be the aim of any Government, not introducing market forces into education.»

Developed by the organizations that led the successful and widely praised prototyping of items for the PARCC Consortium, Agile Assessment 5.0 provides educators with flexible tools for creating high - quality formative assessments, and for using real - time data on student learning to customize and strengthen classroom -, school -, and district - level math programming.

Through the creation and development of a high - quality, teacher - led professional learning community, teachers will become empowered to implement highly engaging strategies, routines, and texts in their lessons, which will develop independent readers and writers and increase the level of rigor and academic standards in ELA classrooms.

From the Vermont AOE website: The Flexible Pathways Initiative, created by Act 77 of 2013, encourages and supports the creativity of school districts as they develop and expand high - quality educational experiences that are an integral part of secondary education in the evolving 21st - century classroom.

In order to develop their skills in the classroom, teachers should undergo clinical experiences that include a gradual release of responsibility, high - quality coaching and feedback, and the opportunity to observe mentor and other skilled teachers.

Karin connects college and career - readiness and assessment development research with classroom - tested tools and strategies for developing and implementing high - quality assessments used to document progress across the school year across content areas.

Therefore, a well - resourced classroom is critical for developing positive qualities such as perseverance, internal locus of control, and high self - efficacy that prepare students for better academic performance and life success.

From the consortium's inception, the states in the Partnership for Assessment of Readiness for College and Careers (PARCC) common assessment consortium have been committed not only to developing a high - quality, next - generation assessment aligned to the Common Core State Standards (CCSS), but also to engaging state experts in every way possible — from the development of assessment policies to laying the groundwork for making the assessments accessible to those in the classroom.

In November of 2000 that project expanded to a web presence known as Internet 4 Classrooms («i4c»), a free web portal designed to assist anyone who wants to find high - quality, free Internet resources to use in classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online technology tutorials.

These include over 500 NBCTs who are part of a collaborative managed by the Center for Teaching Quality (CTQ), thousands of alumni of NCCAT and Teaching Fellows, and a cohort of over 450 classroom experts identified a few years ago by the Department of Public Instruction to develop instructional and professional development resources.

Developed by Robert C. Pianta, Dean of the Curry School of Education at the University of Virginia, CLASS is an observational instrument that captures the quality of teaching and learning in classrooms from PreK through Grade 3 (PreK - 3rd).

Since state tests powerfully affect curriculum and instruction, most state testing programs present obstacles to developing high - quality classroom practices and fail to support strong school reform.

SB 1458 also authorizes the SPI to develop a school quality review program including school visits, classroom observations, pupil interviews, or examination of student work should funds be allocated for this purpose in the state budget.