Sentences with phrase «effective practice group»

Mark was a faculty member for IACP teleconference 2011 «Effective Practice Group Meetings, How to Keep Your Members Coming Back!».

Our solutions can also reduce risk by improving quality and consistency, such as through improved training and mentoring, use of substantive and process checklists and more effective practice group meetings.

Not exact matches

Meanwhile, a group of 20 scientists studying the Otway Project in Australia since 2008 confirmed Dec. 14 that the CO2 there was behaving as it was expected to and the practice is indeed an effective way to keep greenhouse gases out of the atmosphere for thousands and perhaps millions of years.

A letter dated Sunday and signed by 45 industry trade groups says that imposing tariffs would only hurt US businesses and consumers and would not be an effective way to reign in China's worst practices.

The PATTCh board members are a group of psychotherapists, childbirth educators, doulas, researchers, and academicians who are dedicated to bringing together like - minded individuals to educate childbearing women and families and maternity care professionals; develop effective prenatal, intrapartum and postpartum care practices to prevent or reduce traumatic birth and post-birth PTSD; and identify and promote effective treatments to enhance recovery.

In addition, attendees joined small group discussions about effective and successful policies and practices at the school, district, and state level pertaining to three groups of activities that catalyze efforts to meet and exceed Smart Snacks requirements:

Although a greater number of subjects in the high dose group had less depressive symptoms, the researchers believe attending twice weekly classes (plus home practice) may constitute a less burdensome but still effective way to gain the mood benefits from the intervention.

«The planning and resources group will consider the impact of lesson planning and use of resources in schools to see how effective practice can improve attainment and reduce workload.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

Think creatively about effective outlets where this practice could influence school culture: coaches and sports teams, freshman and senior trips, peer advisory groups, service groups, and extracurricular clubs and teams.

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

Highly effective teaching practices tend to benefit all students, regardless of the groups to which they belong.

Regardless of the approach, all of the groups unabashedly acknowledge that some teachers are more effective than others and that even the best teachers want to keep improving their practice.

Effective teachers know how children learn and grow, they know the academic content they are teaching, AND they know how to teach that content to diverse groups of students using culturally responsive practices.

The foundation estimates more than 600 000 students in the high school age group could benefit from more flexible and inclusive learning approaches; and the good news is there are already plenty of examples of effective practice across the country to build on.

Classrooms that emphasize group learning may be less effective at encouraging girls to study mathematics and science than traditional classrooms, according to a researcher who contributed to a new book on effective practices in science education.

The group searched the country for models that emphasized arts, required a whole - school commitment, were rooted in the daily practice of the classroom teacher, and were shown through research to be effective.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievement gains.

In the 2013 - 2014 school year, with 200 teachers (in 50 schools) in the treatment group and an equal number in a control group participating, we examine whether digital video technology can improve teaching practice and student outcomes in treatment classrooms; whether it is preferred by both teachers and principals to in - person observations; and whether it presents a cost - effective, scalable alternative to in - person observations.

If policies did result in disproportionality — and thus had an adverse impact on certain groups of students — schools would have to justify them by proving to the Department of Education that their policies were «necessary to meet an important educational goal» and that there's no «comparatively effective alternative policies or practices» that the schools could use instead.

Teachers also learned how to engage all their students in academic work by using core practices such as responsive conferencing, group learning, effective teacher talk, habits of learning, and universal expectations.

V. Establish a work group that includes respected experts and practitioners who are to be charged with constructing an accountability system that reflects research and identifies the most effective practices.

These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance)(Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).

The District of Columbia will create a Principal Leadership Cadre, a group of highly effective principals who will work with representatives of institutions of higher education to share best practices with their colleagues through mentoring, coaching, and training.

The Synergy Conference convenes hundreds of out - of - school time providers, including faith - based organizations, community colleges, universities, child advocacy groups, community entities, and other stakeholders to share insight on research - based practices, effective programs, and public policies that impact students and their overall success in school and life.

In the absence of such information, using generally effective teaching practices such as an instructional hierarchy with a balance of whole - class, small - group, and individual activities appears to be appropriate.

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).

About grouping Dr. Gross says that inclusion is an administrative convenience, not an effective educational practice.

The Long Beach Unified School District in California, for example, requires that all new teachers receive regular «instruction» on the job in the basics of classroom practice — from how to manage student behavior to choosing effective strategies for small group instruction.

In my classroom, I would like for students to be able to sit at tables, rather than desks, so they can collaborate with one another, problem - solve as a group, and practice effective communication skills.

Themed training sessions for small or large groups of special education teachers, general educators, and related support staff that focus on such areas as leadership development, program development, group dynamics, essential tools instruction, advancements in special and alternative education practices, and the most effective methodologies and modalities for working with challenging populations of students.

Collaborative learning offers the support of a group in the implementation of new strategies, allowing group members to choose the direction of their professional development and providing necessary, continued guidance for the learning and implementation of effective teaching practices.

In contrast, the term evidence - based is understood to mean that a particular practice has been shown to be effective in two or more studies with different groups and settings of students.

As explained here, the terms empirically - based, research - based, and scientifically - based are all usually interpreted to mean that the practice has been shown to be effective with one group of specific students in one setting.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Groups were encouraged to review the research on the CIERA School Change website; to download, read, and discuss articles on research - based practices related to their focus area; to view and discuss video clips of effective practice on the site; and to share video clips of their own practice.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Factors considered important to the reform included the following: (a) meeting for 1 hour a week in study groups; (b) meeting in cross-grade groups; (c) reflecting on teaching in study groups; (d) considering research - based «best practices» in study groups; (e) completing action plans in study groups; (f) selecting substantive topics for study; (g) maintaining topics over time; (h) meeting as a whole faculty once a month to discuss reform efforts; (i) working on parent partnerships and making effective use of the external facilitator; and (j) making effective use of the internal leadership team.

Engaging Schools» five step approach to classroom management, «Guided Discipline and Personalized Support,» presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with effective classroom management; routines, procedures, and group learning protocols that build a high functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self - correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.

Support for implementation of the framework is provided to schools through assessment tools and the data obtained with those tools, an external facilitator, an internal leadership team, schoolwide efforts, and study groups that focus on implementing effective practices.

This session will highlight evidence - based routines for effective Tier I instruction which includes effective instructional delivery, differentiated instruction, flexible student grouping, literacy across the curriculum, mathematical practices, and continuous progress monitoring

They include the importance of early years education in closing the gap before it becomes entrenched; targeted small - group interventions for those at risk of falling behind; robust and rigorous evaluation of teaching and learning strategies; and sharing effective practice between schools (and building capacity for doing so) as key to closing the gap.

Bringing together a diverse group of school and district leaders will reveal effective strategies and promising practices that will inform educators across the state.

User groups Participating schools will be provided opportunity to participate in communities of practice with other users to compare notes, share best practices, and advance effective implementation of the system.

If the policy is necessary to meet an important educational goal, then are there comparably effective alternative policies or practices that would meet the school's stated educational goal with less of a burden or adverse impact on the disproportionately affected racial group?

The PD In Focus ® platform gives you online access to ASCD's extensive library of videos demonstrating effective teaching practices, to be used with other resources in group learning situations.

We will look at a range of effective practices in guided reading and small groups to scaffold learners including ELs.

Our facility design includes a dormitory and several teaching spaces for staff from shelters and rescue groups the country to come and learn about best practices and effective rehabilitative approaches.

The Research Group for Cost - effective Passive Houses was initiated in1996 and is intended as a dissemination and implementation interface between theory and practice.

Launched in 2004, this group works with a wide range of partners to facilitate a balance between sound development practices and effective protection and preservation of Greene County's natural and cultural resources for future generations.