Experts increasingly recognize that job - embedded learning is critical to
ensure change in teacher practice.
Not exact matches
Union leaders often invoke norms of justice when seeking to
ensure that veteran
teachers continue to enjoy the same perks and protections they were implicitly promised when they entered the profession a quarter century ago — despite intervening
changes in the larger world,
in the needs of students, and
in management and organizational
practice.
As described
in further detail
in the discussion of the proposed rule for § 1302.92, this proposed
change will
ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving
teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved
teacher practice in the classroom and a positive increase
in classroom quality.
«New York Assembly Bill 3873 will
change the course for a generation of students by
ensuring schools work with families to promote positive discipline strategies and social emotional learning;
practices collectively known as restorative justice,» said Claudia Whittingham, special education
teacher at PS 59
in Brooklyn and member of E4E - New York.
As we strive to implement strategies that promote systemic
change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all
teachers in that grade level or subject area; that they are part of a school system that requires all
teachers to participate
in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration
ensures that great
practices and high expectations spread across classrooms, grade levels, and schools.