Sentences with phrase «effective classroom instruction as»

One study commissioned by The Wallace Foundation about how leadership influences student learning found that for the most part, there are no documented instances of school turnaround without an effective principal — leadership is second only to effective classroom instruction as the most important school - level factor affecting student achievement.

Not exact matches

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

First: The classroom would exhibit instructional practices referred to collectively as quality instruction — research - based practices shown in the literature to be effective.

Similarly, the methods of star teachers — how they construct a culture of high expectations in their classroom and deliver vibrant and effective instruction — are at last being codified as specific techniques that can be mastered by novice teachers.

No other professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

Liu's research examines secondary and postsecondary classrooms as developmental settings and focuses on the role of effective instruction in building teacher - student relationships and supporting student outcomes.

There's also evidence that effective school leadership influences early childhood achievement, as leaders play a critical role in improving classroom instruction — the most important factor related to the success of young students.

These meetings will disseminate information about the new standards as well as gather feedback from educators about what they need to help bring the standards to life through effective classroom instruction.

Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2005) Looking inside classrooms: Reflecting on the «how» as well as the «what» in effective reading instruction, A reprint of Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2002).

Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them.

Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2002) Looking inside classrooms: Reflecting on the «how» as well as the «what» in effective reading instruction.

Responsibilities such as collaborating with the school administrators and classroom teachers to identify Title I students, planning and delivering effective instruction in a small group setting, administering pre and post assessments, and consistent tracking of student progress and data are essential to the position.

TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).

This unique focus on differentiated instruction makes Achieve3000's solutions especially effective for classrooms in the high - need communities served by Teach For America, where there may be a mix of struggling, grade - level, and high - achieving students as well as English language learners.

After reviewing research on effective prevention and literacy instruction delivered in preschool, kindergarten, and primary grades, as well as organizational factors at the classroom, school, and district levels, Snow et al. (1998, pp. 314) conclude that «effective instruction includes artful teaching that transcends — and often makes up for — the constraints and limitations of specific instructional programs.»

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

The direct instruction (DI) model proved to be eminently trainable to teachers under experimental conditions, effective in promoting student engagement in classroom tasks as demonstrated through classroom observations, and statistically significantly related to growth in pupil achievement as measured on standardized tests (Myer, 1988).

As a result, we now have an effective evaluation system to enhance educators» professional practice, support high quality instruction in every classroom, and promote continuous improvement and growth district - wide.

Study of the nature of reading instruction, K - 6 as reflected by current research, teaching and evaluation methods and techniques, published and teacher prepared materials, and effective classroom management.

As a perfect complement to print resources, Triumph Learning is dedicated to providing the professional support customers need for effective implementation of Coach Digital to support classroom instruction and blended learning.

Utilizing an effective, adaptive elementary math program to supplement classroom instruction can support ELLs and their teachers as they work toward closing the math achievement gap.

While teaching, she served as a mentor for aspiring urban teachers and led professional development on effective instruction and classroom management as a Content Team Leader (CTL).

Although evidence suggests that well designed, traditional teacher preparation programs produce effective teachers, additional new standards and requirements, such as those in the No Child Left Behind Act, limit the amount of classroom time that can be devoted to literacy instruction.

A new study shows that a highly effective principal can raise the achievement of a typical student by the equivalent of as much as seven months of classroom instruction.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

EXTRA STRENGTHS • Excellent communication skills • Ability to deliver effective classroom instruction • Willing to work as part of a team • Exceptional organizational and time management skills

The ECCP also offered an array of additional services to day care centers and parents as needed including: program - wide teacher training, community workshop presentations, parenting support groups, community agency referrals, facilitation of effective working relationships between parents and program staff, and instruction on overall classroom management techniques.