Sentences with phrase «develop student learning and achievement»

Utilized management, decision making, time management, problem solving, performance assessment, relationship building, and public speaking skills to develop student learning and achievement.

Not exact matches

The program will provide close to $ 400 million to support locally developed plans to personalize and deepen student learning, directly improve student achievement and educator effectiveness, close achievement gaps, and prepare every student for success in college and careers.

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

We know that PBL can be a powerful tool to eliminate achievement gaps and help students of all backgrounds develop critical 21st - century learning skills that prepare them to thrive.

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

«I look forward to moving ahead, working collaboratively with Beacon Hill and the field, to address troubling, persistent student achievement gaps by developing an education reform agenda that gives primary attention to improving learning for all students.»

We excluded kindergarten and first - grade teachers because earlier achievement exams were not available for their students; this prevented us from developing a «value - added» measure of student learning.

Another goal states that participants would implement approaches to ensure inclusion of all students; implement practices to close the achievement gap; establish means for collaboration between district departments and schools; develop a plan for sharing lessons learned with other district leaders and to complement succession planning.

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).

Perhaps two of the most significant findings from the list above are that students are developing higher levels of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with students regardless of their income levels or prior school achievement.

Join the discussion of issues including: • Using blended learning strategies to increase mathematical achievement • Integrating mathematical discourse to help students develop effective reasoning skills and proficiency • Combining manipulatives and problem solving strategies in the classroom

Developed by Expeditionary Learning in partnership with Student Achievement Partners through the generous support of the William and Flora Hewlett Foundation.

As the Every Student Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of advStudent Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of advstudent achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversity.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

We need more research here, but the evidence seems to suggest that the achievement gap is exacerbated in the factory - model system when a student does not master a concept, develops holes in her learning, and the teacher just moves on to the next concept the next day.

New understandings about how people learn point the way to developing more effective educational environments and instructional processes to enhance the academic achievement of all students.

States should continue to develop better ways to measure student learning to maintain the positive momentum of improvements in achievement and testing practices.

Given the significant influence of principal turnover on student achievement, mediated primarily by school culture, we developed four case studies to examine this dynamic in greater detail and to learn what part patterns of distributed leadership play in the relationships.

Thus we can lay the foundation by developing and implementing assessments that accurately reflect student learning, and then use the assessment process and its results to either support or verify achievement (depending on the context).

Advanced Literacy learning consultants, Bebe Morrissey and Emily Levine, spent 3 days at PICCS helping teachers develop curriculum and assess student achievement to support effective literacy instruction.

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.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

«Developing a warmer socio - emotional climate in the classroom... requires teachers... to believe that their role is that of a change agent — that all students can learn and progress, that achievement for all is changeable and not fixed, and that demonstrating to all students that they care about their learning is both powerful and effective.»

In a report that was set for release this week, the commission lays out a 10 - year plan for states to develop systems of assessment that go beyond identifying student achievement for accountability purposes and toward improving classroom instruction and giving greater insight into how children learn.

In order to increase student achievement, for students who are consistently not meeting the standards, and for those exceeding the assessed standards, the school utilized the Professional Learning Community (PLC) protocol to develop capacity in teachers to use student data to inform instruction.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

«When common assessments are developed and employed properly, as a collaborative, formative system aimed at improving learning for teachers and learners alike,» writes Erkens in the introduction, «the gains in teacher efficacy and student achievement can be staggering.»

Our work to develop the leadership skills of experienced educators to impact student achievement across a school, to retain great educators in high poverty schools, and to increase student learning is made possible by their generous investments and belief in the potential of teacher leadership.

Personalized Learning Pathways: At SJHA, advisory teachers work with each student to develop an individual education plan based on a range of indicators, including students» primary multiple intelligences and «love languages,» as well as the more traditional engagement and achievement markers including progress toward completing the state's college - ready course sequence.

Alexander McNeece is a multi-award winning school administrator whose goal is to eliminate the Achievement Gap by using motivational reading material, developing a school culture of writing, and integrating 21st Century technology into every facet of his teachers» teaching and his students» learning.

They faced the facts of where they were with student achievement, with instructional practices, how the teachers were developing their skills collaboratively, what gains had been made in improving the overall learning culture of the school and what parent and community partnerships were developing.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Increasing student growth and achievement by developing and implementing lessons and activities based on individual needs and learning styles

When teachers help students develop an understanding of the learning intention for the lesson and the criteria for judging achievement of that intention, they are providing students with the foundation for monitoring their own learning.

Levy describes the processes and criteria Expeditionary Learning schools have developed to collect data on students» achievement in three areas: mastery of knowledge and skills; students» character and engagement in their learning; and whether students are producing high - qualiLearning schools have developed to collect data on students» achievement in three areas: mastery of knowledge and skills; students» character and engagement in their learning; and whether students are producing high - qualilearning; and whether students are producing high - quality work.

VDOE promotes, fosters and develops strategies, solutions and policies that support innovation in digital learning, student achievement and school and community partnerships by:

In successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teachers.

In a research synthesis discussed in the executive summary of STEM Teachers in Professional Learning Communities: A Knowledge Synthesis conducted by the National Commission on Teaching and America's Future and WestEd, Fulton and Britton (2011) stated, «STEM teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools»Learning Communities: A Knowledge Synthesis conducted by the National Commission on Teaching and America's Future and WestEd, Fulton and Britton (2011) stated, «STEM teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools»learning communities in their schools» (p. 4).

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

+ Motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for elementary education + Implement Voices Instructional Guidelines and Best Practices at all times Assessing: + Monitor student's progress and evaluate the student's achievement in relation to learning objectives and revises learning objectives when necessary.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

«Emphasizing hands - on, real - world learning experiences, this approach to education increases academic achievement, helps students develop stronger ties to their community, enhances students» appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens,» said David Sobel.

During her time as Superintendent of Paloma, she started a grant - funded preschool, won two blended learning grants, increased school enrollment, student achievement, developed community space on campus, and has started construction of a new school.

LAWRENCE, Kan. — The Achievement and Assessment Institute (AAI) at the University of Kansas has received a $ 212,000 award from the Bill & Melinda Gates Foundation to develop a prototype web interface that would allow students, parents, teachers and researchers to understand the relationships among mathematics topics by exploring the KU - developed Dynamic Learning Maps ™ (DLM ®) tool for mathematics taught in middle - and high - school grades.

• Develop more knowledge of students» background and interests • Help students verbalize their learning goals and personal achievements • Develop students» ability to take charge of their own learning and express themselves verbally

With funding from the U.S. Department of Education, the National Science Foundation, NASA, and NOAA, Project 2061 develops innovative and engaging curriculum materials that support students» achievement of these science learning goals and tools for evaluating the alignment of curriculum and instruction to standards and the quality of support provided for teachers and students.

Discover the leadership responsibilities that are most strongly connected to student achievement and learn practical strategies to develop a purposeful, positive school community, initiate and manage change within your school, and choose the right focus for your school's improvement initiatives.

When teachers can identify nurture, and support their students to develop and sustain these deeper learning behaviors, they are more able to create learning environments that dramatically improve student motivation, empowerment, understanding, and achievement.

Over the past decade, educators in Vail have and continue to develop a philosophy of teaching and learning that transcends textbooks and state standards to strengthen support for communities of teachers, facilitate teaching and learning, and improve student achievement.

District Administration - April 2009 -(Page Cover1) DistrictAdministration April 2009 EDUCATION»S SHOT IN THE ARM AMERICAN RECOVERY AND REINVESTMENT ACT 20 THE MAGAZINE OF SCHOOL DISTRICT MANAGEMENT SPECIAL REPORT The State of School Security Strides have been made in school security, but glaring gaps remain 26 Columbine 10 years later 29 Avoiding loss, theft and purchasing redundancies 31 IT Asset Management Atlanta's Beverly Hall is honored 14 AASA's Supt of the Year www.DistrictAdministration.com Technology Integration The essential link between standards and student achievement 35 Algebraic Thinking Developing its use at all grade levels 44 http://www.DistrictAdministration.com Table of Contents for the Digital Edition of District Administration - April 2009 District Administration - April 2009 Contents From the Editor Letters News Update Assessment Conversations Administrator Profile District Profile Education's Shot in the Arm Lessons Learned from Columbine's 10th Anniversary An Interview with Columbine's Superintendent, Cynthia Stevenson Keeping Track of Technology Classroom Technology Integration How Well Does This Web Site WoAND REINVESTMENT ACT 20 THE MAGAZINE OF SCHOOL DISTRICT MANAGEMENT SPECIAL REPORT The State of School Security Strides have been made in school security, but glaring gaps remain 26 Columbine 10 years later 29 Avoiding loss, theft and purchasing redundancies 31 IT Asset Management Atlanta's Beverly Hall is honored 14 AASA's Supt of the Year www.DistrictAdministration.com Technology Integration The essential link between standards and student achievement 35 Algebraic Thinking Developing its use at all grade levels 44 http://www.DistrictAdministration.com Table of Contents for the Digital Edition of District Administration - April 2009 District Administration - April 2009 Contents From the Editor Letters News Update Assessment Conversations Administrator Profile District Profile Education's Shot in the Arm Lessons Learned from Columbine's 10th Anniversary An Interview with Columbine's Superintendent, Cynthia Stevenson Keeping Track of Technology Classroom Technology Integration How Well Does This Web Site Woand purchasing redundancies 31 IT Asset Management Atlanta's Beverly Hall is honored 14 AASA's Supt of the Year www.DistrictAdministration.com Technology Integration The essential link between standards and student achievement 35 Algebraic Thinking Developing its use at all grade levels 44 http://www.DistrictAdministration.com Table of Contents for the Digital Edition of District Administration - April 2009 District Administration - April 2009 Contents From the Editor Letters News Update Assessment Conversations Administrator Profile District Profile Education's Shot in the Arm Lessons Learned from Columbine's 10th Anniversary An Interview with Columbine's Superintendent, Cynthia Stevenson Keeping Track of Technology Classroom Technology Integration How Well Does This Web Site Woand student achievement 35 Algebraic Thinking Developing its use at all grade levels 44 http://www.DistrictAdministration.com Table of Contents for the Digital Edition of District Administration - April 2009 District Administration - April 2009 Contents From the Editor Letters News Update Assessment Conversations Administrator Profile District Profile Education's Shot in the Arm Lessons Learned from Columbine's 10th Anniversary An Interview with Columbine's Superintendent, Cynthia Stevenson Keeping Track of Technology Classroom Technology Integration How Well Does This Web Site Work?