Sentences with phrase «effective student learning outcomes»

Coaching can have a real impact in shaping a culture of challenge and support to enable effective student learning outcomes, yet many leaders find coaching conversations to be difficult, too time consuming, or don't feel confident enough to use the coaching approach and too often avoid them altogether or defer to the limitations of the «telling» approaches.

Not exact matches

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Thinking Maths draws on a New Zealand research synthesis by Helen Timperly and colleagues highlighting features of professional learning in mathematics that are effective in improving student outcomes.

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

When it comes to a focus on students, research suggests effective professional learning communities «make intelligent use of evidence to pinpoint areas needing intervention to enhance learning outcomes for all students».

Early in the work of the Partnership for 21st Century Skills we developed the P21 Framework for Learning to help educators understand the outcomes that students need to become effective citizens and workers in the 21st century.

Effective professional learning focuses on teaching and learning and is directly linked to classroom practice that supports improving student outcomes.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student ouStudent Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student oustudent learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student oustudent outcomes.

The holy grail for research into effective professional learning, of course, is to find the link between professional learning and improved student outcomes.

Mayes and de Freitas (2004) state that the use of technology can be used to achieve better learning outcomes, more effective assessments or a more cost effective way of bringing learning environments to students; and that reforming practice requires transformation of the understanding of the principles.

Consistent and effective methods of assessing the knowledge of learners is crucial to student engagement and improved learning outcomes.

The research indicates that the most effective teaching and student learning occurs where all members of a teaching team have a clear understanding of the lesson plan and the expected learning outcome for the student.»

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

Her leadership and impact on improved student outcomes, staff professional development and cooperative and effective learning models has to be seen.

Much of the research examining how professional development influences teacher practices and subsequent student outcomes has focused on the content and process of effective professional learning.

With teachers working together to collect, analyse, discuss and act upon data, the objectives of meeting professional standards and improving learning outcomes of students are shown to be both achievable and essential to effective teaching today.

Recent large - scale research at Stanford University's Center for Research on Education Outcomes (CREDO) also finds that KIPP teaching is highly effective, with individual students learning far more than their statistical «twins» at traditional public schools.

The authors offer nine steps to increase students» learning outcomes regarding various thinking skills such as critical thinking, student collaboration, and effective communication.

Still, even with all of this data related to student outcomes, they faced challenges in successfully interpreting and translating the data into more effective instruction and learning in the classroom.

Presenters will use recently published state lists of evidence - based literacy practices to model effective, specific goal - setting for students and adults as well as model the use of effort and fidelity data to support educators in their professional learning in service to student outcomes.

Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.

How do you ensure that instructional design for personalized learning delivers effective outcomes for students» learning?

Schools can cultivate internally motivated learners by making self - directed learning an explicit outcome for students and by establishing effective feedback systems.

Administrators can learn what practices are used by their most effective teachers to drive student outcomes and can define programs to help other teachers adopt those practices

These methods have been shown to be very effective in boosting student learning outcomes above and beyond those obtained from teacher - based instruction.

Improving PD for teachers appears to be an important pathway for strengthening student learning outcomes, and there are specific steps that school leaders can take to make PD for teachers more effective.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

The U.S. Department of Education will host a series of Future Ready Regional Summits to help school district leaders improve teaching and student learning outcomes through the effective use of technology...

They also enable the teacher to assess student learning along multiple dimensions, including the ability to frame a problem, develop hypotheses, reflect on outcomes and make reasoned and effective changes, demonstrate scientific understanding, use scientific terminology and facts, persist in problems solving, and organize information, as well as develop sound concepts regarding the scientific principles in use.

You can only determine what will be effective for student learning of content and process standards when you align purchases with the outcomes you've prioritized.

Their emphasis was on providing «productive learning conditions for all students in each school» using measures of educational inputs and outcomes based on eight requirements for effective accountability:

We provide a pedagogical framework for teachers to explore how facilitating experiential learning outdoors improves outcomes for students and provides teachers with opportunities to teach state standards in literacy, math and science with engaging, effective instructional techniques.

Lewis later was promoted to a Master Teacher role due to having acquired a reputation for being an effective teacher who enhances the learning outcomes of her students.

Ideally, future work would rely on a detailed student database — such as student transcript data — to address centrally important yet understudied issues in math placement, including the identification of reliable and accurate measures of student outcomes, the establishment of protocols associated with growth in student outcomes, and the consequences of effective support systems for improving student learning.

They defined effective professional development as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.

To make it effective, it needs to be an integral part of the program of study and intentionally aligned to the student learning outcomes.

The key to Imagine Learning's success is game - based engagement woven into evidence - based pedagogy that creates a learning experience that is fun for students and highly effective at improving student oLearning's success is game - based engagement woven into evidence - based pedagogy that creates a learning experience that is fun for students and highly effective at improving student olearning experience that is fun for students and highly effective at improving student outcomes.

To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target professional learning to individual teachers» needs.61 When professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these systems can become essential components of evaluation systems that support teacher growth.62

Effective professional learning begins with a focus on student learning goals and a clear understanding of the desired student learning outcomes.

Our moderated panel will discuss conditions for engagement and share effective strategies by exploring: • The shift from family engagement as a program to family engagement as a practice • The intersections between instruction and engagement • How engagement strategies linked to learning have a greater impact on student outcomes • How to overcome barriers to effectively engage every family

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

Leveraging Public Dollars to Support Community School Outcomes: An example from Youth Ventures Joint Powers Authority of Oakland, CA Josephina Alvarado Mena, Chief Executive Officer, Youth Ventures Joint Powers Authority - PowerPoint Presentation - Safe Passage Joint Powers Authority One - pager - Elev8 Oakland One - pager - Stanford Social Innovation Review - Integrating Youth Services Preparing High School Students for Post-Secondary Success Jimmy Casas, Principal, Bettendorf High School Joy Kelly, Associate Principalt, Bettendorf High School Tim Carlson, Principal, Sycamore Community School District 427 - Creating Career Academies PowerPoint Presentation Project - based Learning Jaime Stephanidis, Consultant, American Institute for Research Fausto Lopez, Consultant, American Institute for Research - PowerPoint Presentation - Essential Elements of Project Based Learning - Project Planning Form - Tips for Effective Facilitation - Things to Consider When Developing a Project Ensuring a Continuum of Care and Support for Students: How one community is developing a strategic collaboration between their middle schools and high schools Fanny Diego, Contracts Administrator, Enlace Chicago P - 20 Council: A systems - level scale - up of education initiatives across Illinois Miguel del Valle, Chair, Illinois P - 20 Council - Illinois P - 20 Council Executive Report - Illinois P - 20 Council Full Report - Illinois P - 20 Org.

That's why The Bill & Melinda Gates Foundation is building on their work to foster a network of test beds across the nation that will: focus on helping students achieve desired learning outcomes by developing personalized learning products and accelerating their adoption; put teachers and school decision - makers at the center of the shift toward personalized learning; lower risks and barriers to all parties of adopting new, potentially transformative products; and encourage the rapid development of a healthy, transparent market for highly effective learning technologies.

We will convene with students, practitioners, and other social emotional learning (SEL) and education equity experts from across the country to explore ways to make the transition to post-secondary education more effective and ensure stronger outcomes for all students.

Meaningful technology use can support positive teaching and learning outcomes that include effective instruction, support for authentic learning, increased student learning, and alterations in teacher pedagogy (Culp, Honey, & Mandinach, 2003; Darling - Hammond et al., 2005; Pope & Golub, 2000).

These rubrics were found to be useful in identifying teachers who were most effective at improving student learning outcomes.

AutismPro ia a customizable package of tools, content and programming that helps educational institutions train educators and manage learning programs for students with autism through the effective use of technology.It allows administrators to build capacity and helps educators improve outcomes for each student with autism.

Evidence from Seesaw that can be used to meet Indicator I - A — Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards - based units of instruction consisting of well - structured lessons with measurable outcomes includes: