Sentences with phrase «development teacher coach»

How could they get involved,» say Joan Soble, professional development teacher coach for CRLS.

Joan Soble, a professional development teacher coach from Cambridge Rindge and Latin School, has been working at PZC every summer for the past 10 years.

Not exact matches

All of our programs are led by a highly trained team of coaches and teachers who are carefully chosen to ensure each campers safety, skill development, & individual enjoyment.

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

She has extensive experience in professional development, supervision, evaluation, and intensive coaching for teacher leaders, coaches, and novice teachers.

Blacksburg Erin Anderson The Sleepytime Teacher, LLC 540-449-6749 www.sleepytimeteacher.com Education: Masters degree, Reading Specialist, Radford University 2001 Bachelor's degree - Family and Child Development and Early Childhood Education, Virginia Tech 1995 Certified Gentle Sleep Coach Practicing as a CSC: since 2012

Jessica has worked as an executive coach and organizational development consultant for Waldorf school administrators and teachers, as well as other professionals, in diverse institutions and schools in both the US and Germany.

«It's important to know that the traditional professional development seminars that teachers undergo don't usually get into the depth of coaching individual instructors on how to create a dynamic climate and environment, how to shape the emotional and psychological mood in a classroom.»

According to Early, further study will help to understand the range of supports for teachers and coaches that would maximize the benefits of these professional development models.

I also offer 1:1 coaching for yoga teachers and mindful entrepreneurs looking to step into the next level of their development.

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.

She also pondered what would happen if teachers were allowed to choose their own staff development goals and how they would be coached to reach these goals.

After nearly ten years as a classroom teacher, a tutor, and a mathematics coach in the Boston area, my work now centers around intervention and teacher support and development.

Staff development teachers in the Montgomery County (Maryland) Public Schools are coaches, mentors, and on - site resources for classroom teachers.

These questions have helped me become more reflective with my actions, have allowed me to focus on the teacher I will be coaching, and assist in planning the differentiated, classroom - embedded, technology staff development of which I am an avid proponent.

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.

Two staff development teachers in the Montgomery County (Maryland) Public Schools told Education World they relish their roles as coaches and mentors and enjoy collaborating with classroom teachers.

Examples of putting the funds to good use include providing staff with professional development, mentoring, training and resources to help teach the subject more effectively, and hiring qualified sports coaches to work with teachers to enhance or extend opportunities.

Albemarle supports maker education through funding for supplies and spaces, a wide range of professional development, and division - wide resources — like instructional coaches — who work closely with teachers.

The Opportunity of Bilingualism is a new online professional development program for teachers, early childhood educators, literacy coaches, parents, and community - based professionals.

Their work may include designing processes, planning use of resources, leading professional development, providing observation and feedback, and offering instructional coaching, but they are not teachers.

The instructional coaches are connecting that work and connecting teachers every day, all day long, in a way that professional development — sending teachers to a class or workshop — can't do.»

Another great professional - development podcast created by an instructional coach and former teacher.

The district created grade - level teacher teams in each school and hired a coach to provide professional development to teachers.

Culturally Responsive Literature Instruction is an online professional development program for K - 12 teachers, literacy coaches, and principals.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

L&T graduates are working as teachers, teaching coaches and mentors, department heads, curriculum specialists, outdoor education directors, technology specialists, professional development consultants, and much more, often pioneering new and dynamic roles within their existing institutions.

However, scholars and educators have voiced support for coaching teachers as the way to facilitate professional development.

With an always - on recording — where the teacher safely retains control of the data — teachers can revisit time slots of interest to them and, if they want, even make them available to a remote coach or colleague, to work on how and why certain lessons and deliveries resonated.Model lessons can be shared with junior staff to help them see what techniques really engage and inspire students, sharing the intelligence and professional development gains.

• The coach to create a private blog to collate communication and development between them self and the teacher

Improving Math Instruction Through Feedback is an online professional development program for K - 12 educators looking to improve instructional coaching for math teachers.

TFA already provides a coach, called a manager of teacher leadership and development, to every corps member (TFA says 89 percent of its first - year corps members return for a second year, and 63 percent go into education as a career).

Provided tips and resources address ways that school communities can use video to enhance teacher development via self - reflection, peer collaboration, virtual coaching, formal evaluation, and the construction of video libraries.

Teachers were provided with extensive professional development and ongoing coaching.

There is also a heavy focus on in - school development through paired observations of practice, mentoring and coaching approaches (Teacher Training & Professional Studies is largely focused on new entrants whereas for existing staff it's more CPD focused).

Currently, Dillon is a post-doctoral fellow at Haskins Laboratories, a research institute in New Haven, Conn., that focuses on speech, language, and reading and biological basis, where she investigates the effects of a three - year study in which first - grade teachers were provided professional development seminars and in - class coaching in literacy instruction.

Its goal is to establish adolescent literacy initiatives with measurable goals, and it funds curriculum materials, instructional tools, and intensive high - quality professional development for teachers, literacy coaches, and school leaders.

Turning parents into teachers — or at least into «learning coaches» — is also the goal of Noodle, a company under development by Princeton Review founder John Katzman.

Every teacher needs high - quality coaching from a colleague, and a personalized professional development plan.

This strand is for students interested in providing professional development and literacy training to teachers as a school - based literacy coach.

-- Tim O'Brien is a professional development specialist with Washington, D.C., public schools, where he is working with instructional coaches to help teachers craft rigorous and relevant work for students.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

These can serve as the basis for courses, coaching, and mentorship of teachers within systems of professional development designed specifically to improve teachers» interactions with children.

At Albemarle County Public Schools, teacher - driven instructional coaching supports teachers in their professional development, helps them to engage their students in authentic learning, and spreads innovative practices district - wide.

EdVisions assigns a coach to each school, explains Thomas, who visits on a regular basis, and provides a summer institute and professional development days for all its teachers.

JC: In some cases it can be around 12 - 18 months, sometimes a little longer... as well as teachers working with an identified mentor, each teaching team at the school has an Impact Coach which works alongside them and this is where the ongoing support for the development of practice is very targeted.

Coaching Teachers to Success Staff development teachers in the Montgomery County (Maryland) Public Schools are coaches, mentors, and on - site resources for classroom tTeachers to Success Staff development teachers in the Montgomery County (Maryland) Public Schools are coaches, mentors, and on - site resources for classroom tteachers in the Montgomery County (Maryland) Public Schools are coaches, mentors, and on - site resources for classroom teachersteachers.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.

This webinar will feature Lynn Kepp from the New Teacher Center, which works with school districts across the country to provide professional development for coaches, and Kendra Hanzlik, an instructional coach in Iowa.

Every year since 2013, new teachers have transitioned into the school and every new cohort of teachers has attended the in - school, professional development to learn the process of peer coaching.