Sentences with phrase «development experiences of their teachers»

Not exact matches

From our Summer Series to our Teachers Conference to our «Waldorf Weekends,» we have a professional development or introductory experience to meet all levels of interest and need.

I have an extensive knowledge base of child development and over 20 years of experience working with young children and families as a Certified Early Childhood Educator and Montessori Teacher.

Marigold Nursery Lead Teacher Angela Gifford Angela is an early childhood education specialist with 30 years of professional experience, and a BA in Child Development.

A longitudinal study by the National Institute of Child Health and Human Development concluded in 2007 that «although parenting was a stronger and more consistent predictor of children's development than early child ‐ care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher ‐ reported externalizinDevelopment concluded in 2007 that «although parenting was a stronger and more consistent predictor of children's development than early child ‐ care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher ‐ reported externalizindevelopment than early child ‐ care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher ‐ reported externalizing problems.

The Academy's experienced teachers are trained to provide age - appropriate curriculum that will ensure development of child's full potential.

Tom Hobson is a parenting and child development expert and is the author of Teacher Tom's Blog, where he shares his experiences as a preschool teachTeacher Tom's Blog, where he shares his experiences as a preschool teacherteacher at >

Her work as a classroom teacher, school director and mom of three have provided her with extensive practical experience and enhanced her breadth and depth of knowledge in the field of child development.

Waldorf teacher education at Sunbridge Institute includes a deep exploration of child and human development; development of a teacher's contemplative capacities; exploration of pedagogical approaches and skills; studies in the arts; courses that develop abilities for working in a group of colleagues; and practical learning or mentored teaching in the classroom with experienced teachers.

Through the guidance of a highly experienced Waldorf early childhood educator, you'll delve into child development; learn about rhythms, transitions, and the cycle of the year; explore the importance of play; examine the inner development of the teacher; experience circle time activities and lessons in handwork, art, and movement; go though an early childhood student's morning routine; and develop a true practical understanding of Waldorf early childhood education.

The teacher works with a team of educators to implement a multi-sensory, hands - on / minds - on, nature - based science curriculum; incorporating emergent language and math experiences along with creative arts, music, cooking and the development of social skills.

She has a Child Development Associate certification and 12 years of experience as a preschool teacher, working primarily with toddlers and two year - olds.

One of us (Mary Vail) instructs HutchLab scientist - teachers in classroom experience and curriculum development.

Teachers in middle and junior high schools may differ as well, both in their knowledge of whole child development and their experience of professional support and satisfaction.

The Airborne Astronomy Ambassadors project is aimed to measurably enhance student STEM engagement and achievement in selected school districts via professional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject mattdevelopment for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject mattDevelopment in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matter experts.

«As a former elementary teacher, I've had lots of professional development and my experience with Integrative Nutrition ranked at the top.

His background as a CEO in the European financial sector, as a strategic development consultant with international pharmaceutical and service sector firms, teacher and executive coach provide a level of experience and perspective that working in an international arena is able to bring.

A powerful way to support the development of growth mindsets among teachers is for them to experience a positive impact in their classrooms, and teachers have shared with us the positive impact they have seen when they have an opportunity to collaborate with colleagues and work on projects, such as creating more effective lessons.

The job advert outlines that applicants must be a classroom based teacher who has a current teaching contract, have at least five years teaching experience, and have an up to date knowledge of developments in the education sector.

With experience as a classroom teacher, Director of Staff Development and district - level administrator, Brandon has practical school - based experience that allows him to work closely with schools to aide their dDevelopment and district - level administrator, Brandon has practical school - based experience that allows him to work closely with schools to aide their developmentdevelopment.

In our study, teachers had no prior experience using a project - based approach, and we had limited time to devote to professional development (about three hours initially, with brief videos introducing subsequent units and an average of 11 visits from coaches), so it was important for the unit and session plans to provide considerable support through explicitness and detail.

«This project will follow science teachers through real astronomy research experiences in collaboration with scientist mentors as part of their professional development.

Teachers felt that the residential facilitated development of these outcomes by providing activities and experiences that challenged students and gave them new experiences, as well as the opportunity to develop new relationships within a supportive group environment.

The bet here is that if students can drive their development of basic skills and background knowledge, teachers can «trade up» and focus their energies on challenging tasks and compelling experiences.

The real transition for teachers, the roadmap that colleges of education and the multi-billion dollar education professional development market are largely failing to draw, is developing the foundational element of student agency and ownership of the learning process that lies at the heart of a transformed learning experience.

The 2013 Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) explored teachers» experiences of professional learning.

Teacher Development: «The best teacher - preparation programs emphasize subject - matter mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced Teacher Development: «The best teacher - preparation programs emphasize subject - matter mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced teacher - preparation programs emphasize subject - matter mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced mentor.

The platform is open to course developers, business trainers, and teachers who are now able to create unique educational products aimed at the development of skills, as well as provide simulation based training, which is proven to add to learning retention based on experience rather than theory.

Ms. Darling - Hammond has done extensive research on leadership and teacher professional development and has championed the residency model of teacher preparation, which offers beefed - up field experiences.

We have poured more money into schools, hired an army of new teachers to reduce class size, expanded professional development, and retained more experienced teachers — everything that the teacher unions have in mind when they repeat their mantra that we know what works and just need the resources to do it.

Boles and Professor Susan Moore Johnson realized schools were in dire need of guidance and instruction on such positions and served on an HGSE committee that explored ways to support experienced teachers through degree programs and professional development.

To ensure teachers get as much out of the event as possible, the peer - led free continuing professional development (CPD) programme brings together expert teachers from across the UK, to share their experiences and best practice.

Recommendations encourage teachers to use a mix of phonics and language experiences to support the development of a wide range of learners in a context where literacy demands are increasing at a dramatic rate.

Voice of Experience: Professional Development: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuaDevelopment: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuadevelopment model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individual teachers.

«The very best staff development experience a teacher can have is to change grade levels» and experience the class at a new developmental stage because, he adds, «a seven - year - old isn't a large version of a six - year - old.»

While they are interpreted differently according to the context or experience of the teacher concerned, they do prescribe a set of expectations which all teachers must meet at a level appropriate to their phase of development.

So, they provide for a range of activities: they better facilitate group work and social development; they are also seen to help the teachers as they promote the sharing of skills, ideas and experiences; and they allow for team teaching, joint planning and organisation - which is thought to facilitate a more cooperative and supportive atmosphere.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

I was able to interpret the information through the lens of my experience as a teacher and my understanding of child development, recognizing that sometimes the child that parents experience at home isn't exactly the same child we see at school.

Research and practice were connected in the development of the Teaching for Understanding Framework, a collaborative approach for effective teaching developed, tested, and refined by faculty at the Harvard Graduate School of Education along with many experienced teachers and researchers.

MB: From the narratives of experience we developed an Effective Teaching Profile and we used [that] in a professional development program with teachers.

«We trust head teachers to decide what is best for their pupils — including when and how to take part in work experience or work - related learning — and are providing valuable support for them through the Careers and Enterprise Company, which is working with secondary schools and colleges to support the development of relationships with local employers.»

What we do know is that pre-K teachers» training in child development, experience in working with young children, and support systems focused on their instructional behaviors and classroom management do matter — for the quality of both of teachers» social interactions with children and their implementation of curricula.

The findings — that teachers at all levels of experience can learn new skills from peers that translate into gains for students — might help fortify a new and less costly approach to professional development.

«Through providing appropriate experiences at each stage of development by combining their efforts, parents and teachers can help pupils contribute to the happiness and well - being of their families.

In addition to research - based recommendations, it offers insights on establishing or improving programs based on the author's many years of experience as a mathematics teacher, mathematics teacher educator, and professional development provider for mathematics education.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemaDevelopment Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemadevelopment agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemaDevelopment Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemadevelopment, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings,Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings,development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO, women

About the TDT The Teacher Development Trust is an independent charity, founded by teachers, dedicated to improving the educational outcomes of children by ensuring they experience the most effective learning.

But the counselors in these offices, heads tilted to the noise of the street, as well as Brockton's teachers, paraprofessionals, and other educators, are committed to making sure students who suffer traumatic experiences, like a parent's jail time, do not have their own development arrested.

An experienced school teacher, mentor and researcher, Vincent's PhD focused on how learning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learning theory.