Sentences with phrase «engage teachers and leaders»

The far - reaching capabilities of iObservation ™ engage teachers and leaders in a continuous systematic process of observations and feedback by which they are able to identify and develop instructional practices to maximize student achievement gains.

LSI also provides exclusive electronic access research - based frameworks, content - rich professional development, and collaboration tools in its powerful iObservation technology to engage teachers and leaders in a continuous, systematic process of observations to maximize student achievement gains.

The far reaching capabilities of iObservation engages teachers and leaders in a continuous systematic process of observations and feedback by which teachers and leaders are able to identify and develop instructional practices to maximize student achievement gains.

Not exact matches

It requires leaders and teachers who can challenge us to think critically about our culture and what is going on in the world, as well as engaging Scripture in an active way, and living it out radically.

By focusing on the day - to - day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.

«The NASUWT will be considering the implications of today's announcement very carefully once the detail has been shared and as there has been no consultation prior to these provisions being introduced will seek to engage with the Coalition Government to identify what support teachers, school leaders and schools will require to enable them to protect fully the children and young people in their care.»

«Ofsted must now take this opportunity to engage with teachers and school leaders to ensure that inspection can be reformed further so that it accurately reflects the full value that schools add to the quality of children and young people's lives and their future prospects.»

As a part of this professional development, a team of teachers is engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classrooms.

We must engage teachers and school leaders in the reflection process and use that outcome to build the next iteration.

Increasing each teacher's capacity to redesign and assess their own practice demands new ways of thinking, opportunities for deep collaboration and the willingness of school leaders to engage with academic and professional partners who will challenge, reflect and provide evidence for each school to create its own evidence - informed practices and protocols.

Difficult as it may seem, she says, leaders must engage students, parents, teachers — and listen.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

As my mentor, Dr. Mary Grassa - O'Neill, constantly reminded her students, each of us at HGSE is both teacher and student, both leader and learner, embodying and acting on the conviction that true education arises from our efforts of inquiring about, engaging with, and learning from each other.

Programs for teachers, teacher - leaders, and school leaders support collaborative teamwork towards the integration of research - based strategies that engage students, enhance their performance, and develop school systems as coherent learning organizations.

TIE was ideal — it equips you to take advantage of the enormous space for innovation in education; to engage with international leaders in the field; to gain a deep understanding of education policy, leadership practices, school cultures, and student and teacher needs; to build invaluable contacts.

The importance of access to professional learning is universally recognised but the challenge for teachers and school leaders is how best to engage in it.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Leaders must deal with everything from overstretched budgets to mediocre teachers to unruly (and potentially dangerous) students, not to mention heavy pressure to boost academic results (without, of course, «teaching to the test,» much less engaging in even more dubious practices).

Yet on close reading, de Blasio's nine - page education plan offers mostly bromides and impossible dreams: «ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve and engage parents and families,» and «place great leaders to lead great teachers in every school.»

Teachers and school leaders could facilitate this opportunity by: a) setting aside specific time for students to engage in this form of design - based education, for instance, by establishing design and innovation labs; b) infusing in the curriculum opportunities for students to establish links to this activity; c) structuring opportunities to inspire students to study and solve a problem, for instance showcasing current and past students» exemplary projects; d) providing opportunities for students to present their projects to an authentic audience of peers and members of the community; and e) not telling students what projects to work on by staying hands - off.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

The event, taking place at the Leicester Marriot Hotel from Tuesday 28 to Wednesday 29 March, seeks to bring together teachers and school leaders from around the country to engage in discussions around the key issues facing education and to share best practice around the use of education technology.

Global Education Week (also known in some countries as One World Week) supports teachers, youth leaders, young people and any other formal and non-formal educational actors to engage in education for global citizenship; and enhances the effectiveness of this endeavour nationally and throughout Europe, through co-ordination of initiatives and sharing of best practices.

A Protocol for Developing Meaningful Curricula The actual process of developing curricula has not been properly defined for educational leaders who aspire to collaboratively engage their teachers in a thoughtful and sincere codification of the programs they are expected to implement in their classrooms.

Emotionally literate school leaders who engage teachers in partnership, trust them to do a good job and give positive feedback for their efforts get motivated, committed staff.

The Better Math Teaching Network (BMTN) is a networked improvement community of researchers, teachers, and instructional leaders from New England who are working toward the common goal of increasing the number of students who are deeply and actively engaged in understanding algebra.

K - 12 leaders in growing numbers are using Education Week as a PD tool to keep their teachers and administrators informed and engaged.

Another major EPE publication, Teacher Magazine, drew plaudits during its long run in print (1989 to 2007) and now reaches a highly engaged audience of classroom teachers and teacher leaders through the Education Week Teacher channel of edweTeacher Magazine, drew plaudits during its long run in print (1989 to 2007) and now reaches a highly engaged audience of classroom teachers and teacher leaders through the Education Week Teacher channel of edweteacher leaders through the Education Week Teacher channel of edweTeacher channel of edweek.org.

«It is by engaging teachers in identifying improvement priorities and plans, and working in partnership with teachers to monitor progress and fix the problems that occur during implementation, that school leaders are able to build a coherent approach to school improvement,» Hollingsworth tells RD.

, a collaborative of teachers engaging with building leaders, district leaders, and other experts and thought leaders to help shape the vision for teaching and learning in our classrooms.

A team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders (see our list below) to help shape the vision for teaching and learning in our classrooms.

In a previous post I described the first of three project - based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classrooms.

One of our next steps is the development of Innovate Salisbury, a collaborative of teachers engaging with building leaders, district leaders, and other experts and thought leaders to help shape the vision for teaching and learning in our classrooms.

5 Reasons Why PBL May Not Be Working at Your School TeachThought.com Drew Perkins makes important points school leaders should consider if they really want PBL to take root, for example: «Your projects are asking questions important to teachers, not to your students» and «You haven't engaged in the collaborative PBL process as a leader but you're expecting your teachers to.»

To implement the Common Core, Kentucky engaged the community and worked with parents, teachers and school leaders to build an interconnected system of standards, teacher feedback and support, and measurement over time.

Education Department spokeswoman Elizabeth Hill touted DeVos» visits to 12 public, charter, private, religious and military schools — «an average of one per week» — as evidence that «the Secretary is engaging with students, parents, teachers and leaders to deliver the President's vision of ensuring every child in America has the equal opportunity to receive a world - class education.»

Given the unique and unprecedented opportunity to involve Mayor Michael B. Hancock, a product of Denver Public Schools, this initiative leverages his relationships in the broader community by positioning business, civic and religious leaders to engage, incentivize, and mentor teachers and leaders of color to consider careers in Denver.

That learning and insight result from reflection on action and that we must actively engage in partnerships with teachers and education leaders who are working to prepare the young with the competencies that empower them to be contributors in addressing the challenges of their times in order to generate knowledge that is relevant to advancing that work.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Not only does this reinforce the mindset of learning from one another (which is often a goal in the work that teacher leaders do with teachers), but it highlights the common purpose and practices that a group of teacher leaders are engaged in.

The interviewees included congressional representatives, commissioners of education, chairs of state boards of education, teacher and administrative union leaders, faculty members at schools of education, leaders of foundations related to education, and business leaders engaged in state education initiatives.

Insight in Action During one school system's reform efforts, 25 - 30 teacher leaders whose release time from the classroom ranged from no - time to 3 / 4 - time engaged in work at the school and district level.

Findings from these three studies suggest that initiatives that feature teacher leaders engaged in instructional support practices, including demonstration lessons, should attend to factors such as time, peer support, and teacher leader knowledge that may influence their practice.

Seeing the teacher leader engaged in this process helps others in their building see that first and foremost «leadership» begins with self - reflection and commitment to learning and improving.

Studies by Balfanz et al. (2006) and Ruby (2006) examined the relationship between teacher leaders who engaged in a set of instructional support practices, including demonstration lessons, and student achievement in middle grades mathematics (Balfanz et al., 2006) and middle grades science (Ruby, 2006).

William H. Hughes, PhD, Chief Academic Officer Behind every great entrepreneur, scientist and civic leader is a teacher who engages, mentors, motivates and instills a belief in students that they can achieve their goals.

Louisiana leaders and teachers are finding ways to engage these students in purposeful classroom buzz.

Student Engagement and Effective Feedback: How Teachers and Leaders Inspire and Engage Every Learner

Today, let's visit Anchorage, Alaska, where for more than 25 years, Engaging Schools has been supporting teachers and leaders in the Anchorage School District to integrate academics with social and emotional learning (SEL) for almost 48,000 students in more than 100 schools and programs.

Gigante and Firestone (2007) found that teacher leaders who were provided time to work with teachers during the school day, in addition to the support of administrators, were more likely to engage in tasks that advanced teacher learning than teachers without time and administrator support.