Sentences with phrase «drive teaching quality»

Sharpening the Focus: Helping Fine - Tune Policies and Practices to Promote Effective Teaching and Learning in the Early Years explores what supports and systems are needed to drive teaching quality that will result in improved outcomes for children and the «powerful and few» core policies are needed to improve teaching quality and result in significant outcomes for children.

Not exact matches

IMPACT's features are broadly consistent with emerging best - practice design principles informed by the Measures of Effective Teaching project, and are intended to drive improvements in teacher quality and student achievement (see «Capturing the Dimensions of Effective Teaching,» features, Fall 2012).

«By teaching D&T, we are ensuring that all children are not just passive bystanders in our increasingly technology - driven world, but are informed citizens who understand how design impacts on their quality of life and how technology can be used for the benefit of mankind.»

The book makes three recommendations: a much smaller, selective, intellectually engaged, and better compensated teaching force supported by technology; an open, transparent, and accountable system of preparation and professional development that drives out inferior providers and rewards success; and increased responsibility for teacher development in the hands of principals, who may be the strongest determinant of teacher quality on the job.

Stories like this have driven Waldo since his post-college job teaching English and improvisational acting to inner - city students in Providence, R.I. «It's incredibly powerful to see the kinds of sacrifices that parents and children are willing to make to get a quality education,» he says.

A # 16 million investment to increase the quality of teaching in post-16 maths is part of government drive to get more students studying maths the subject after GCSE.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scale.

In 2015, the government introduced the Teaching Excellence Framework to try and drive up the quality of teaching in higher education instiTeaching Excellence Framework to try and drive up the quality of teaching in higher education institeaching in higher education institutions.

However, the fact that we find very «precise zeros» — that is, we don't find statistically significant relationships even though we have the statistical power in our data to detect even very modest relationships — implies that neither measurement error nor a lack of sufficient variation are what's driving our inability to detect a relationship between teaching and research quality.

The full white paper, Driving the Performance Agenda in Education, created by Affinity Workforce, explores the steps that school and MAT leaders are taking in order to tackle the skills crisis, and to attract high - quality teaching staff.

Innovation and quality drive teachers and teaching.

The decline in the quality of those entering teaching is not an irrevocable trend driven by larger forces in the society over which policymakers can exercise little control.

«Instead of making scapegoats of people who are simply attempting to improve the life chances of their kids, the focus should be on driving up the quality of teaching in the poorest areas of the country.

When the observed districts were provided with high - quality materials and support, observations found that 86 percent of observed lessons had become fully aligned, as strong instructional materials drove the teaching and learning of all lessons.

All of our work, actions, decisions, and goals are driven by the belief that every child deserves an excellent education and, in order to achieve this, we must elevate the quality and prestige of the teaching profession.

«There must be a renewed drive to improve the quality of pre-school teaching, both in nurseries and children's centres.

She is a champion for students and a zealous advocate for special education, quality teaching and learning, inclusivity, data driven practices, cultural competence, social - emotional learning and development, home - to - school partnerships, service learning and college and career education in support of all students.

This vision could drive creation of thoughtful standards for quality teaching.

She has successfully directed efforts and forged partnerships to professionalize the field of teaching, raise educator quality, and work with legislators to implement policies that advance research - driven innovations and equity for all students.

Digging into some California - focused work with the Center for Teaching Quality (CTQ), we found that teachers at L.A. Unified's Social Justice Humanitas Academy (9 - 12) and UCLA Community School (K - 12) do just that by establishing collaborative leadership cultures driven by shared purpose, functioning as learners, taking risks to try creative new things, assessing performance, and establishing close ties with the community to learn about its needs.

We need a governor who believes in small class sizes, provides adequate resources for our most vulnerable students, respects the profession of teaching, opposes education driven by standardized tests and will fight for a high quality schools for all students throughout the State.»

Early on the journey, driven by a passionate belief that all children deserve a quality education, Steve dedicated over eight years to teaching and learning where he made a difference in the lives of children, firsthand, while serving as a traditional classroom teacher, therapist and special education teacher from 1977 through 1985.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

It stated that «it is vital that serving teachers have access to on - going, high - quality opportunities to update and refresh their skills and knowledge» and that «evidence - driven, career - long learning is the hallmark of top professions»; also identifying that «teachers report that far too much professional development is currently of poor quality and has little or no impact on improving the quality of their teaching» (Department for Education, 2014: 10).

And the current climate of teacher - blame is driving college grads away from teaching, so it's unlikely teaching quality will improve that way either.

AITSL is driving the work around initial teacher education reform with the overall aim of securing quality teaching and preparing new teachers well.

However, the essence of their respective educational policies are alarmingly similar: marketization and privatization of public schools; pockets of «success» valued over educational justice; teaching discounted as a profession; compliance trumping professional responsibility; free market competition as the arbiter of all; and test - centric, data - driven regimens that crush student - centered quality teaching and learning.

Barnett Berry is founder and CEO of the Center for Teaching Quality (CTQ), a nonprofit dedicated to an equitable and excellent public education for all students, driven by the bold ideas and practices of teachers.

A teacher - driven, research - based framework for effective teaching that defines quality teaching across our schools.

This example - packed sequel to The Fourth Way draws upon inspiring examples unearthed by brand - new research that challenges educational leaders, teachers, and policy makers to put to work proven strategies promoting student learning and achievement and the high quality teaching that drives it.

I can see for myself the positive impact that collaboration can have on the ability of schools and academies to find and retain the high - quality teaching talent they need to drive performance.

Principals» and teacher leaders» professional learning should involve opportunities to practice new skills and give immediate, thorough, and data - driven feedback.35 Some school systems have invested in specialized coaching for teacher leaders in developing and delivering high - quality, actionable feedback.36 With the support of professional development providers, such as Teaching Matters in New York City, these districts now recognize teachers who have mastered providing feedback as a component of professional learning with «micro-credentials» or «digital badges.»

Particularly where students are most unable to reach the targets, teaching to the test becomes the norm, and a reform initially advanced in the name of improving educational quality can drive practice toward the most anti-intellectual and least academic of ends.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

A focus on quality teaching and learning practices drives the short - and long - term goals of the PLLD team.

They are school specific — which makes it harder for Ofsted to do their job — so Governors and school leaders really do need to be able to articulate the rationale that underpins them and why they are successful in driving the quality of teaching and educational outcomes for pupils.

Gordon MacInnes shows that it's possible for high - poverty schools to do a much better job of teaching low - income youngsters to read, through the tale of how a package of reforms, including high - quality pre-K and intensive, data - driven literacy instruction in the early grades, dramatically improved reading performance for children in some of New Jersey's highest - poverty, most troubled districts.

Implications of the research include redefining quality teaching as a pedagogy based on strong ethical standards driven by a vocational disposition which seek to benefit all students including those from ethnically diverse groups such as Indigenous students, refugees and recent migrants.

I'm a firm believer that quality first teaching is the driving force and cohesive element that holds together any school's curriculum model, behaviour policy and data outcomes.

Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong classroom management skills, hold appropriate expectations, etc.), «fad - driven» education reform policies (e.g., teacher evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.

Induction programs have also been found to accelerate teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.64

Learning targets drive effective instructional decisions and high - quality teaching.

We know that many employers look for educational attainment in key subjects such as English and maths when recruiting young people, but to drive such attainment we must also address the quality of how these subjects are being taught.

Rhode Island traffic school will help you to avoid traffic violations and accidents in the first place by teaching you safe driving techniques, quality driving skills, and other tips to keep you driving safely in Rhode Island and elsewhere.

The GOAL of the Northside driving school in Queens county New York has always been to improve the quality of the drivers on the road.During our car and CDL truck and bus lessons we teach our students the Smith System — Defensive driving

Our mission is to provide quality driving lessons that will teach your child or young adult proven skills that will make them safe drivers on the road.

Our instructors spend quality time with our students teaching them safety, knowledge, and confidence that they will need behind the wheel and how to handle themselves in different driving situations.

Quality in experienced teaching skills with clear and precise instructions to allow to be more comfortable when your driving.

Our online Washington driving school uses state - of - the - art teaching methods, custom - built interactive 3 - D animations, and entertaining, high - quality videos to bring you the best learning experience around.

I just had an 8 hour driving lessons with Herman and totally satisfied with the teaching quality.