Not exact matches
Teachers start by creating templates as learning
scaffolds with
instructions - or as students
develop skills and focus, encourage more open - ended glogs.
Douglas Fisher and Nancy Frey say that helping students
develop immediate and lifelong learning skills is best achieved through guided
instruction, which they define as «saying or doing the just - right thing to get the learner to do cognitive work» — in other words, gradually and successfully transferring knowledge and the responsibility for learning to students through
scaffolds for learning.
Just as physical
scaffolding supports construction workers as they build or repair buildings,
scaffolding instruction provides the necessary framework for students to
develop mastery in a given topic area.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development +
Developing / implementing integrated curriculum units, differentiating and
scaffolding as needed + Regularly assessing student progress to refine
instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.
Through a balance of
scaffolded direct
instruction, meaningful practice, and formative assessment, digital curriculum can support all students in mastering required skills and concepts and
developing critical thinking skills.
WondersWorks rapidly accelerates students back to grade - level standards and promotes literacy by building foundational skills,
developing close reading skills, providing differentiated
instruction with
scaffolded support, and informing
instruction through assessment.
Regarding struggling readers, English language arts competencies require teachers to «use instructional strategies to help students, including struggling readers,
develop reading proficiency (such as semantic mapping, directed reading - thinking activities, comprehension skill - based activities, phonics based
instruction, and
scaffolding).»
The curriculum,
instruction, and research - based best practices were
developed and field tested in a
scaffolded format over four years, in three school divisions.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626:
Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy
Instruction (2002) E579: Student Groupings for Reading
Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed
Instruction (2003) E639: Using
Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?