Sentences with phrase «districts design professional»

Jennifer McDermott Jennifer McDermott, as a CEL project director, focuses on supporting teachers in secondary literacy, supporting coaches and leaders with their coaching practice and helping schools and districts design professional development.

Jennifer's work focuses on supporting teachers in secondary literacy, supporting literacy coaches with their coaching practice and helping schools and districts design professional development.

She supports teachers in secondary literacy and helps schools and districts design professional development.

Not exact matches

The Cook for America ® Chef Instructor Training Programs are designed for committed professional chefs who want to share their culinary knowledge and experience with the school districts in their community.

However, it should be noted that these districts have little capacity to offer custom - designed professional development courses for teachers and that their ability to search out new developments in curriculum is also limited.

Having the chance to work with wonderful professionals in schools that are designed to meet the needs of their students but are not constrained by school district or national requirements really makes for a rewarding work environment.

Other strategies LACES faculty has used include participating in district - supported site leadership for closing the achievement gap; designing opportunities for teacher collaboration around increasingly common assessments; and offering professional development for highly differentiated instruction, noted the California Best Practices Study.

Instead of an impressionistic study of the sort offered by Mirel, the kinds of reports that would be helpful to education professionals, and ultimately to students, include evaluations of designs that track individual student performance year to year; the percentage of students reaching local and state standards; a more widely disseminated study of design implementation so others can benefit from lessons learned; and the establishment of a district - wide roadmap for bringing comprehensive school improvement to fruition.

The USP is a rigorous course of study designed for professionals who have worked innovatively and effectively in metropolitan school districts as teachers, school principals, or central office administrators.

This spring, Curtis --- with Lecturer Elizabeth City — will co-chair HGSE's professional development session Strategy in Action, a program designed to help system or district leadership teams cultivate a concrete vision and create well - defined strategies...

USP is a rigorous course of study designed for professionals who have worked in metropolitan school districts as teacher - leaders, school principals, or central office administrators.

As a senior fellow for the International Center for Leadership in Education, she provides professional learning and coaching to districts and schools on leading learning organizations, designing rigorous and relevant learning experiences, achieving instructional excellence, and utilizing formative data to drive daily practice.

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

Some districts, schools, and teachers are designing, implementing, and experiencing professional - learning opportunities that have the power to improve teaching and enhance student learning.

Haddad highlights the core components of St. Vrain — a district - wide 1:1 program, STEM studies that start at pre-K and run into higher education, curricula that push students to problem solve and employ critical thinking skills, a «design thinking» mindset from administrators, public — private partnerships, and effective professional learning that reinforces all these ideas.

She has collaborated closely with the Education Service Center 20 in Texas and the Maricopa County Education Service Agency in Arizona to support multiple districts simultaneously with school design work, career pathway development, and creating role - specific professional learning modules She is leading a project to consider how innovative staffing models can maximize personalized learning in a variety of district, charter, and private schools.

FRS institutes are FREE two - day professional learning events designed to support the growing network of FRS district leaders implementing personalized learning.

Looking at 35 methodologically rigorous studies, the LPI report, Effective Teacher Professional Development, identifies seven key elements these programs share, signaling how states and districts can design professional learning to make a positiveProfessional Development, identifies seven key elements these programs share, signaling how states and districts can design professional learning to make a positiveprofessional learning to make a positive difference.

Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of science and STEM formative assessment, understanding student thinking, teaching science for conceptual understanding, and designing effective instruction.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

The Compiler is also designed to support districts and charters in bringing diverse sources of information to bear on professional development and instructional decision making as soon as the information becomes available.

Disaggregated student performance and behavior data, reading plan, strategic plan, school improvement plans, professional learning needs, assessment data, and data from the district's educator observational system were used to design a continuous, flexible professional development program.

In 2005, Minnesota passed the Quality Compensation law (known as Q Comp), an optional statewide program that provides additional funding to districts or public charter schools to support them in designing alternative teacher compensation and professional development systems.

Recently, she designed, delivered, and implemented professional development for ATI's Community Assessment and Item Banking initiative which assists collaborating school districts in the creation of valid and reliable assessment items for non-state-tested subjects.

A state program designed to allow districts to provide career pathways, professional development, evaluations, and pay increases to teachers, Q Comp has been largely underutilized given its potential impacts.

The TPSNVA professional development program was designed by school personnel in an effort to promote student learning with Library of Congress resources while advancing current local school district pedagogy initiatives.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

From recruitment to retention, employing great educators plays a larger role in student achievement than any other decision school districts make, and TalentEdge is designed to support the human resources, absence management, professional development and administration officials who facilitate the talent life cycle to empower K - 12 education.

The Comprehensive Mathematics and Science Plan (CMSP) is a blueprint designed to guide the development of consistent quality math and science instruction, assessment, and professional development across the district at all grade levels, pre-kindergarten through grade 12.

Compared to writing a new curriculum or designing a professional development program, there's nothing straightforward about coming up with a plan to address the culture of a school district.

Collaboratively design high quality professional learning experiences for district / CMO leaders, school leaders, and teacher leaders

When I worked with the West Orange School District in New Jersey to design professional development on applying brain research to classroom practice, we included teachers in the development and assessment of the program and planned ways to elicit positive emotions.

We provide a wide array of services and professional development activities designed to strengthen the capacity of school districts to meet the diverse needs of individual students within their educational programming.

«This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders to support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

The Principal Mentor Network is designed to provide professional development, resources and networking for districts and Charter schools who:

ScholarCentric's professional development services are designed to facilitate the creation of a district - or school - wide culture of resiliency.

Principals often participate in district professional development designed for teachers rather than trainings or supports designed specifically for school leaders.

«It also exhibits a lack of faith in the abilities of education professionals at the New Hampshire Department of Education, leaders of the state Board of Education, and board members from local school districts to make sound decisions regarding education standards designed to raise student performance.»

Christopher designed and led a yearlong arts integration initiative for an entire New York school district during which he provided professional development and coaching for 200 educators and arts integrated instruction for 4,000 students in ten elementary and intermediate schools.

Bj STONE works with a variety of state and local agencies to facilitate learning professional development for teachers, principals, district administrators and leadership teams in the areas of Balanced Leadership, Classroom Instruction that Works strategies, vocabulary instruction, guaranteed and viable curriculum, and assessment design.

With support from the William Penn Foundation, we worked with the School District of Philadelphia to design and deliver professional development and coaching support for all new principals across the dDistrict of Philadelphia to design and deliver professional development and coaching support for all new principals across the districtdistrict.

The Mastery Leadership Institute is the premier MasteryConnect professional development program designed exclusively for district and school - level leaders, coaches, teacher leaders, and other influential K - 12 administrators.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

PERA requires districts to design and implement performance evaluation systems that assess teachers» and principals» professional skills as well as incorporate measures of student growth.

Drawing on our deep experience in designing and delivering standards - based training, NYC Leadership Academy partners with districts and states to implement a strategic approach to professional development.

The Utah Education Policy Center collaborated with local schools and districts to design standards - based professional learning to increase equity and access for all students.

The Future Ready Instructional Coaches ™ strand provides instructional coaches with research - based strategies, protocols, and resources to help coaches effectively collaborate with and support their schools and districts with professional learning designed to strengthen instructional practices.

We worked with Youngstown State University to design and deliver two days of professional development for aspiring and sitting principals in the Youngstown City School District in June 2016.

Since then, she has served a variety of management roles across the district supporting the integration of technology district wide, leading schools, developing professional development programs for teachers of bilingual and world language programs, and designing and implementing instructional programs for English Learners.

Leading educational organizations work with BloomBoard to build competency - based professional development programs designed to help schools and districts empower teacher growth.