Sentences with phrase «district leaders in their classroom»

And we have found that school and district leaders in their classroom observations often do not notice the critical connection between standards and teaching point.

Not exact matches

Dr. Hightower in his presentation cited Ms. McCarthy's stellar record as a classroom teacher, where she was recognized as a Teacher of the Year, and as a school administrator and district leader.

Following a visit to classrooms at PS 209 in Whitestone, Queens, UFT President Michael Mulgrew met with new District 25 chapter leaders on Sept. 20 in a discussion of their responsibilities in a time of challenges to public education.

As a part of this professional development, a team of teachers is engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classrooms.

We begin with a prominent question for many school and district leaders: What conditions must we create in order to promote the scaling of identified classroom innovations?

Throughout his long career as an education journalist for PBS Newshour and NPR, John Merrow, Ed.D.» 73, spoke to many people in education — from policymakers to district leaders to classroom teachers — and he was impressed by the dedication most had to improving the field.

But, what I worry about is that because teachers are so dedicated and pulling off daily miracles in the classroom, districts, community leaders, and politician may be pushing too hard for the full - inclusion model thinking that the teachers will just have to figure it out.

These students are in classrooms in most school systems — and face some of the steepest odds for graduating from high school — yet only one - third of district - level leaders believe educators in their schools are prepared to effectively teach English - learners, according to an Education Week Research Center survey from late last year.

So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing teachers, principals, and district leaders of ELL youth about their performance, resource needs, and professional development.

The classroom teachers, administrators, professional artists, arts - integration specialists, and community leaders who are champions of the program are eager to see it replicated in schools and school districts elsewhere.

The ambitious plan in some ways signals the progress made by the state - run district since last year, when school leaders struggled to provide the most basic services — enough teachers, orderly classrooms, clean restrooms, and hot lunches — in the storm - ravaged city.

In this webinar, instructional leaders and district administrators will learn how to bridge the gap between wide - ranging research and classroom applications.

, a collaborative of teachers engaging with building leaders, district leaders, and other experts and thought leaders to help shape the vision for teaching and learning in our classrooms.

A team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders (see our list below) to help shape the vision for teaching and learning in our classrooms.

In a previous post I described the first of three project - based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classroomIn a previous post I described the first of three project - based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classroomin our classrooms.

One of our next steps is the development of Innovate Salisbury, a collaborative of teachers engaging with building leaders, district leaders, and other experts and thought leaders to help shape the vision for teaching and learning in our classrooms.

Our competency - based professional learning programs provide state and district leaders with an effective way to offer educators personalized learning opportunities specific to their growth goals and recognize them (both formally and informally) for the skills they've demonstrated in the classroom.

Lisa has a passion for curriculum, instruction, and assessment; her early work in her own classroom with both curriculum mapping and formative assessments as instructional tools has led her to her current role as a leader of assessment in her district.

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

Insight in Action During one school system's reform efforts, 25 - 30 teacher leaders whose release time from the classroom ranged from no - time to 3 / 4 - time engaged in work at the school and district level.

Graduates of the program work as master teachers in P - 12 classrooms, and as school or district instructional technology leaders, staff developers, and curriculum designers.

Teacher leaders — current or former classroom teachers who work with other teachers and educators in their schools or districts to help improve instruction — are a key feature of many school reform efforts.

Teacher leaders - current or former classroom teachers working with other classroom teachers and other educators in the school or district - are present in many reform efforts in mathematics and science education.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).

During the site visits, we observed 10 - 12 classrooms in both elementary and secondary schools, and we conducted individual interviews, using role - specific interview protocols, with district leaders, school principals, and classroom teachers.

The implementation of LDC in Louisiana classrooms started with an Integration Grant in 2011 from the Bill and Melinda Gates Foundation to provide teachers and leaders with professional development and resources to assist them in the implementation of the Common Core State Standards in four Louisiana school districts.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

One of our top priorities at the Center for Educational Leadership is to help district leaders, principals and teachers improve instruction in every classroom.

In some settings district leaders reported a shift: initially, an emphasis on developing principals «expertise in data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teamIn some settings district leaders reported a shift: initially, an emphasis on developing principals «expertise in data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teamin data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teamin each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teamin teams.

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their practice.

Insight in Action In efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classrooin Action In efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classrooIn efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classrooin their own classroom.

District leaders, knowing that effective teaching and administration is key to student achievement, invest year - round in the alignment of human, programmatic and fiscal resources to support improved classroom experiences and student outcomes... even while school is out.

Insight in action As part of a district program to support new teachers» classroom practice, teacher leaders demonstrated number talk (K - 2nd grade) and mental computation (3rd - 5th grade) lessons in classes.

After seven years in the classroom and then two years leading teachers in the field as a master educator with District of Columbia Public Schools, Angela spent six years with the National Academy of Advanced Teacher Education (NAATE), cultivating NAATE's strategic partnerships, developing content, and leading learning sessions for teachers and aspiring school leaders.

District level educators can analyze sweeping patterns and trends while instructional leaders can employ fast and flexible reports to shape curriculum and instruction in the classroom in real - time

We asked leaders at our partner districts to nominate teachers that are going above and beyond in the classroom.

His experiences as a former classroom teacher, leader for state and non-profit organizations, and thought partner for districts, states, education organizations in the US and abroad, including the US Department of Education and Queen Rania's Teacher Academy, provide him with unique expertise in solving the challenges of underperforming schools.

SoundOut works directly to support teachers, school leaders, nonprofit managers and others as they navigate student / adult partnerships in their classroom, building, or district program.

In addition to the report card and indicators, ASCD offers resources for teachers and leaders looking to create healthy school environments on all levels, from the classroom to the school district.

His experiences as a former classroom teacher, leader for state and non-profit organizations, and thought partner for districts, states, several countries, and the United States Department of Education and Queen Rania Teacher Academy (QRTA) provide him with unique expertise in solving the challenges of underperforming schools.

«OER makes it financially viable for district and network leaders to roll out student - centered learning initiatives, powered by technology, in each and every classroom,» Perez added.

Data sources included: interviews with district and school leaders, coaches, and teachers; observations of coaches» work, professional development sessions, and classroom practice; and artifacts (e.g., instructional materials, professional development handouts, posters in classrooms).

District leaders (e.g. director of instruction, district level coaches, director of new teacher induction, etc.) school leaders, classroom teachers working in middle and high schools (new teachers will find this institute particularly beneficial), instructional coaches, department heads, special education coordinators, and other edDistrict leaders (e.g. director of instruction, district level coaches, director of new teacher induction, etc.) school leaders, classroom teachers working in middle and high schools (new teachers will find this institute particularly beneficial), instructional coaches, department heads, special education coordinators, and other eddistrict level coaches, director of new teacher induction, etc.) school leaders, classroom teachers working in middle and high schools (new teachers will find this institute particularly beneficial), instructional coaches, department heads, special education coordinators, and other educators.

The results are used by principals, school leaders and teachers to inform instruction and decision - making in the classroom and at the school and district level, as well as to measure student growth over time.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in math and science classes.36

For most schools, the ability to function as a fully empowered school is typically initiated at the district level, but there are many ways that school leaders and teachers can use this same philosophy in the way that they manage both their staff and their classrooms on a day to day basis.

Using Opportunity Culture models, districts are extending great teachers» reach to more students now, without bigger classes, Bryan noted — and in Charlotte - Mecklenburg, for example, teacher - leaders make $ 23,000 more than the salary schedule with these models, which give all teachers opportunities for career advancement without having to leave the classroom.

Within the last 4 years, the district has made an effort to provide SMART Board ® interactive whiteboards in each classroom, and it is seen as a regional leader in using technology.

District leaders say they put the requirement in place to reduce distractions in the classroom, as well as bullying in schools.