Sentences with phrase «development needs of educators»

Charter schools could change that paradigm by showing us how to individually assess the professional development needs of educators, find new routes of providing that (such as micro-credentialing) and then recognizing that growth through a new salary design.

It has also identified some of the professional development needs of educators and specialists and barriers experienced to effectively put these ideas into place.

Not exact matches

For more than 14 years she has worked as a recreation and skill development leader, an early childhood educator and a teaching assistant, working in elementary schools and with special needs children between 4 and 11 years of age.

Their recently launched website, Grief Support Modules for School Personnel, is intended to facilitate self - directed professional development and provide educators with practical advice to better understand and meet the needs of grieving students.

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.

As educators of young children, it is important to understand those internal processes because they (a) affect your ability to connect with children and families; (b) affect your ability to work in a learning community that supports the emotional and physical development of the children in your class; and (c) affect your ability to identify challenging behaviors and work through them without losing site of the childs needs.

Philadelphia — Asserting that «these kids can't wait,» the federal judge who presided over a special - education case that influenced the development of the federal handicapped - students law charged last week that educators are failing to provide severely handicapped students with the one thing they most need: specially trained teachers.

A recent white paper from Learning Forward and the National Commission on Teaching and America's Future (NCTAF), Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educator learning.

Since its development, the framework has evolved to better meet the needs of educators and students.

The need for a method of reporting to parents that serves the purpose of «tracking a student's development in an area of learning over time» (Forster, 2005) has been under discussion for more than a decade and has gained much traction among educators in recent years.

School leaders and educators are using data from the Australian Early Development Census (AEDC) to identify the needs of young students so that they can better prepare them for future learning.

Online courses make it easy to obtain professional development in different areas of need... This online learning experience kept my interest and provided me with learning that I know will benefit me as an educator and positively impact student learning.

Nov. 2, 2 p.m. EDT: Training the Hybrid Educator This chat addressed the kinds of professional development are available to hybrid educators, as well as the key factors they need to know to be successful in the classroom.

This chat addressed what kinds of professional development are available to hybrid educators, as well as the key factors they need to know to be successful in the classroom.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

Built by Teachers, for Teachers, we offer free lesson plans, the latest in education news, professional development and real teacher blogs plus the tools and applications modern Educators need to maintain a level of excellence in their classrooms.

Dr. Swanson's insights into how the Edcamp Model meets the needs of educators in their pursuit of personalized learning for professional development is founded in the experience of designing and supporting Edcamps since the very first one in Philadelphia.

Providers of professional development need to promote more digital connections among educators to develop and maintain collegial sources for professional learning.

Given a high degree of interest among educators to implement social and emotional learning, panelists agreed that there is a need for more professional development on how to integrate social and emotional learning into daily classroom lessons.

Radical changes are needed in teacher education and professional development to prepare educators to meet students» literacy needs throughout the K - 12 years, the latest in a series of books from the National Academy of Education concludes.

Atlanta — Recent developments in the study of brain growth will allow educators within the next five years to look at the reasons youngsters do and do not learn and to be much more responsive to their needs than ever before, according to an educator who worked with biophysics researchers in the area of brain growth and education — a relatively new and still controversial field.

The need for ongoing professional development of early childhood educators is key across all learning environments, but the need for strong early childhood education is particularly resonant in rural and urban low - income contexts.

The goal of this new teacher evaluation system is to help New York educators improve their practice by aligning professional development and coaching to the specific needs and recognizing outstanding teaching.

The Board of Education was thrilled to be on the cutting edge of innovation, but when a budget crunch hit a year later, they immediately looked to cut the professional development that the educators thought were needed.

(Calif.) Even as a press event by the state superintendent last week focused attention on a handful of schools already teaching lessons based on new science standards, legislation was being crafted that would delay until 2017 development of the tools educators need to bring that new curriculum into all California classrooms.

The CESA 7 WSPEI program has three Family Engagement Liaisons who are parents of children with special needs and are available free of charge to consult with parents, educators, and community members to further support the development of partnerships among schools and families in the education of children with disabilities.

Create customized professional development experiences based on individual needs and leverage pockets of effectiveness within DC to improve overall educator effectiveness

Professional Development & Growth — PICCS schools target professional development to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughouDevelopment & Growth — PICCS schools target professional development to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughoudevelopment to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughout the year.

To date, most state approaches to granting professional development credit have not evolved to meet individualized educator needs matched to the results of teacher evaluation (personal communication, Aug. 6, 2016).

Finally, most schools do not provide the anti-racist and anti-bias professional development that educators need to break through the boundaries of racial justice work.

«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.»

It's a dynamic resource to help support the professional development needs of elementary educators in building mathematical knowledge and instructional practice.

Mr. McNulty is a past president of the Association for Supervision and Curriculum Development and author of It's Not Us Against Them — Creating the Schools We Need An educator since 1973, he has been a teacher, vice principal, principal, and superintendent, as well as Vermont's education commissioner.

Leading Educators conducted a needs assessment of Aurora Public Schools» professional development and teacher leadership strategy in 2016.

Each regional professional development academy must meet the human resource development needs of professional educators, schools, and school districts and shall:

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Through the provision of global best practice in leadership development, both NESLI and NEELI target the immediate need to equip Australian and New Zealand educators — across all divides — with the skills, knowledge and confidence to overcome the complex leadership challenges in today's learning environments.

Policymakers must recognize and value the expertise of educators by providing them with the professional development and leadership training opportunities and resources they require to meet the ever - changing needs of students and the profession for the careers of tomorrow.

As with previous Teachers Know Best reports, our goal was simple: to put the needs of educators at the center of the product development process to more effectively support teaching and learning.

Leadership development is embedded in all CCE services, but residency programs bring particular intensity to the process, preparing educators and administrators to address the challenges of high - need schools.

This training or professional development should include, but not limited to, classes offered by the division, courses at a local university or college, conference attendance, and options tailored to meet the needs of the specific educator or group of educators.

PD Online courses enable educators to address both individual and group professional development needs with a flexible course design that supports specific professional development needs, job - embedded applications that link course materials to real - world practice, and assessments that measure results at the beginning and end of each course.

Since professional standards defined by practitioners are a hallmark of professions, Educators Rising led the development of standards to define what teenage, aspiring educators need to know and be able to do to take their first steps on the path to accomplished Educators Rising led the development of standards to define what teenage, aspiring educators need to know and be able to do to take their first steps on the path to accomplished educators need to know and be able to do to take their first steps on the path to accomplished teaching.

Complex technology projects, such as the development of a statewide educational network to ensure Michigan students have access to the bandwidth needed to support classroom initiatives; expanded use of online learning for students and educators and delivery of online assessments; broad - based technology purchasing strategies; and a host of other capacity - building efforts have been positively impacted by Luke Wittum's leadership and involvement.

Educators of gifted students felt more strongly that the regular curriculum was not challenging enough for gifted students, that the programs for gifted students should address the emotional needs of the students, and that middle school teachers need more staff development in the characteristics and needs of gifted students.

«ASCD believes that effective professional development must be customized to the individual needs of a school or educator and focused on building professional capacity,» said Judy Seltz, ASCD executive director.

We hope the ASCD Forum discussion gets to the core of what it means to be an educator, the career potential of teachers, and the essential elements of professional development needed to support aspiring leaders.

The Research, Development, and Dissemination line item within IES is an important source of support for efforts to make education a truly evidence - based endeavor and for providing educators and policymakers with the information they need to raise student achievement and close achievement gaps.

A passionate advocate for ensuring educators are meeting the needs of all children, Theresa supports educators in schools throughout Michigan by facilitating professional development workshops and providing job - embedded coaching in the areas of student engagement, instructional strategies, and using formative assessment data to differentiate instruction.

IEE can help your school meet the goals of your School Improvement Plan by providing professional development tailored to the needs of your educators and the strategies of your SIP.