Sentences with phrase «develop quality educators»

Efficient recruiting, onboarding and professional development helps districts attract, retain and develop quality educators, rather than lose them to other districts.

Not exact matches

Because noncognitive qualities like grit, curiosity, self - control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on.

Yet Tough highlights a number of programs around the country that are making a difference, helping parents and educators nurture and develop kids» noncognitive qualities by creating environments that let them flourish.

NOAA, the NCAnet Education Affinity Group, and members of the CLEAN Network have developed a series of guides for educators that focus on the regional chapters of the Assessment Report, helping to unpack the key messages of each region and point to related, high - quality online resources.

There is a definite need for tools and resources that offer educators alternative ways to develop informed judgments about the quality, effectiveness, accuracy, and the appropriateness of apps for their students.

«We are looking forward to continuing to develop and deliver high quality professional learning to educators.»

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

Additionally, developing a high - quality virtual - learning program can be costly, requiring sizable capital expenditures on computers and servers, sophisticated instructional design (the orchestration of different media — such as online, offline, images, sound — into compelling and effective instructional units), content and course - management systems (computer systems for organizing and facilitating collaboration on documents and courses), course - authoring platforms (computer frameworks that allow educators to «post» their courses onto the Internet), and beta and usability testing (publishing test versions of new programs to eliminate the «bugs» and ensure ease of use).

While research on the model remains in its early stages, the theory provides hope that perhaps educators and schools can help young people develop the qualities that will lead to responsible, productive leadership.

As early implementers, these educators have gone both to the «source» of the standards and used other proxies for quality and alignment: They've worked directly with and learned from the standards» authors themselves and / or used tools created by them (e.g., the Publishers» Criteria developed by Student Achievement Partners and several other groups).

Educators are rightly focused on ensuring high - quality instruction, developing new and improved curricular materials, and creating more engaging school environments.

In Ethiopia, for instance, LSI faculty have been working for five years under the direction of Research Triangle International to improve primary grades reading outcomes by improving the quality of pre-service teacher education throughout the country, training hundreds of teacher educators and developing training modules in seven local languages.

Developing high quality learning experiences for educators that increase student learning, however, means understanding how adults learn in conjunction with intentionally developed professional supports that create positive changes in educator practice in an environment that supports formal, informal, and incidental learning (Drago - Severson, 2012; Zepeda, 2012b).

A: Every charter school must develop and implement a high - quality, rigorous educator evaluation system, which must be approved by their board of trustees (subject to the review and approval of the Commissioner).

Together, PASA, the Providence Public School District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experiences.

Learning Forward (formally the National Staff Development Council), an organization focused on effective educator professional learning, adopted and expanded the Guskey and Sparks (2002) model by developing a set of standards for high quality educator learning (Learning Forward, 2011; National Staff Development Council, 2001).

LEAP also provides co-working and training space and programs to bring together school designers, educators, entrepreneurs, tech companies, learning scientists and students to develop next - generation learning models, share ideas, co-develop solutions, and receive quality training.

To: Speaker Carl Heastie Assembly Majority Leader Joseph Morelle Assembly Minority Leader Brian Kolb Assembly Education Committee Chairwoman Catherine Nolan Majority Leader John Flanagan Senate Democratic Leader Andrea Stewart - Cousins Senate Education Committee Chair Carl L. Marcellino Governor Andrew Cuomo Educators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality eEducators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality eeducators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality educatorseducators.

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.

A + Educators has identified focus standards in the core content areas of mathematics, reading, writing, science and social studies, and has developed meaningful student projects utilizing Web 2.0 tools that include engaging qualities of student work and assessment of and for learning.

Engaging Schools works with school and program leaders and educators to support students in developing and strengthening social - emotional learning competencies and qualities of character that increase interpersonal effectiveness, reduce aggressive and antisocial behavior and intolerance, and enhance academic achievement.

IEP Success supports educators to develop and deliver quality IEPs, addressing many of the instructional challenges currently present in special education including: developing measurable IEP goals and objectives, conducting progress monitoring, and utilizing data to make educational decisions.

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.

«She's quite familiar with ASCD's long - standing commitment to high - quality professional development and she's grounded in developing programs, products, and services that enable educators to be responsive to the unique needs of each student in their care.»

Under the leadership of its Board of Directors, the Regents» Universities and other stakeholders, the Center is shaping a more pro-active role in developing teacher leadership and providing quality professional development opportunities to educators to improve teaching practice and student achievement.

Educators Rising is committed to creating quality opportunities for high school students to pursue careers in education and helping them develop their teaching craft.

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.

Helps educators and Health & Human Service professionals develop, identify, and connect with high - quality professional development that builds content knowledge, refines professional practice, and improves student learning.

Educators, administrators, and program managers will find this research useful for writing grants, promoting and developing programs, and developing quality, effective curricula.

We will promote leadership that uses child - driven, data - informed decision - making, and develop the high quality educators who are key to student achievement.

State experts, local educators, postsecondary faculty and community members from the PARCC states conduct rigorous reviews of every item and passage being developed for the PARCC assessment system to ensure all test items are of the highest quality, aligned to the standards, and fair for all student populations.

To elevate student - centered approaches, the Foundation utilizes a four - part strategy that focuses on building educator ownership, leadership, and capacity; advancing quality and rigor or student - centered learning practices; developing effective systems designs; and building public understanding and demand.

The federal government designates approximately $ 2.25 billion annually towards teacher quality and professional development under Title II, some of which could be dedicated to developing teachers» skill in cultivating learning mindsets and skills.57 Title II under ESSA allows state and local educational agencies to allocate funds to train educators to help students develop the «skills essential for learning readiness and academic success.»

The authors discuss six criteria that educators can use to develop, select, or purchase benchmark tests: alignment, diagnostic value, fairness, technical quality, utility, and feasibility.

Educators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eEducators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eeducators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality education.

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.

In a report a while back, the Data Quality Campaign (DQC) charged all educators and policymakers with the challenge of better developing and supporting measurable data literacy skills.

The Understanding by Design Guide to Creating High - Quality Units offers instructional modules on the basic concepts and elements of Understanding by Design ® (UbD ™), the «backward design» approach used by thousands of educators to create curriculum units and assessments that focus on developing students» understanding of important ideas.

+ 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.

Once curricular resources have been selected, educator development and quality training should be planned and a schedule developed for implementation.

We believe that the powerful reporting and high - quality, next - generation items in Agile Assessment 5.0 will help educators develop college and career ready high school graduates.»

Aspire's mission is to open and operate small, high - quality charter schools in low - income neighborhoods, in order to increase the academic performance of underserved students, develop effective educators, share successful practices with other forward - thinking educators, and to catalyze change in public schools.

Rather, my impressions were of a nation where education is respected, where educators and administrators think critically about their jobs and the qualities they want their students to develop and where self - reflection is ingrained.

As educators developed greater understanding of environmental conditions that affect a school facility, building upgrades also took into account the need for proper acoustics and good indoor air quality into the discussion about building improvements.

We do this by recruiting and developing talented, innovative educators, launching high quality schools with the conditions for success and engaging neighborhoods and communities to help lead education innovation.

Developed as part of the new AACTE Quality Support Center, the workshops aim to provide accessible, affordable, and targeted support for assessment and accreditation teams in educator preparation.

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.

Designed by CEL, and launched by Brian Dassler, the deputy chancellor for educator quality at the Florida Department of Education, the program helps leaders develop skills in observing, analyzing and coaching teachers to improve their practice.

Drawing upon the expertise and leadership of PBL educators across the country, authors Tom Vander Ark and Dr. Emily Liebtag share what an ideal preparation program and early career professional learning for teachers ought to look like if we want to develop high - quality PBL teachers.

As educators, they are passionate about ensuring that all students master rigorous content, develop positive character, and produce high - quality work.