Sentences with phrase «equity in classroom practice»

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Her work focuses on teacher professional development and training, pedagogical practices in and out of the classroom, english language learners, equity & social justice and media literacy as a means for professional development.

How a group of alums came together to disrupt common practices and create paths to equity in the classroom.

The program brings together educators from across the county to study the theory, research, and practice of teaching and leading for equity in the classroom, school and beyond.

Restore360 schools go beyond classroom curricula to engage everyone in the school community in social and emotional learning, restorative practices, and equity.

The CEI Heart Centered 21st Century Rubric is a research - based approach for planning, assessment, and monitoring implementation of social equity, neuroscience, cross-cultural, student voice, and STEAM / STEM curricula, lessons, and practices in K - 12 classrooms and schools.

Popular workshop topics include personalized learning plans, student - directed, project - based learning, teacher governance, democratic classrooms, student / teacher advisories, developing student agency, equity, restorative practices, special education in inclusive environments, service and experiential learning and school culture.

Drawing on research and my lived experiences as an educator, I discuss mindsets and practices teachers can develop to assuage the assault against belonging and become proactive in restoring equity and opportunity in mathematics classrooms that serve historically disenfranchised students.

In this informative webinar based on their recent book, Disrupting Poverty: Five Powerful Classroom Practices, the authors will discuss the five classroom practices that permeate the culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act.

Situated in a district that is working to address longstanding racial disparities in academic and disciplinary outcomes, this study will provide insight into how equity - oriented reforms translate into classroom practices.

Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.

The guidelines elaborate on the practices of individualizing instruction, providing a positive classroom climate, identifying biases, questioning and listening techniques, and the concept of equity in education.

By Christine Mason The CEI Heart Centered 21st Century Rubric is a research - based approach for planning, assessment, and monitoring implementation of social equity, neuroscience, cross-cultural, student voice, and STEAM / STEM curricula, lessons, and practices in K - 12 classrooms and schools.

In addition to exploring these behaviors and learning how they can be operationalized, participants will build and practice equity - based vocabulary; review the role of implicit bias in their personal and professional life; identify where and how disproportionality appears in their own schools and classrooms; assess the current state of equity within their school community; and practice having race - based conversationIn addition to exploring these behaviors and learning how they can be operationalized, participants will build and practice equity - based vocabulary; review the role of implicit bias in their personal and professional life; identify where and how disproportionality appears in their own schools and classrooms; assess the current state of equity within their school community; and practice having race - based conversationin their personal and professional life; identify where and how disproportionality appears in their own schools and classrooms; assess the current state of equity within their school community; and practice having race - based conversationin their own schools and classrooms; assess the current state of equity within their school community; and practice having race - based conversations.

They share the powerful voices of teachers — many of whom grew up in poverty — to amplify the five classroom practices that permeate the culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act.

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.

In 2016, Otis College of Art and Design President Bruce W. Ferguson designated a Diversity and Inclusion Task Force dedicated to pursuing proactive initiatives that establish diversity and equity efforts in the classroom, in faculty hiring practices, and in supporting students of color on campuIn 2016, Otis College of Art and Design President Bruce W. Ferguson designated a Diversity and Inclusion Task Force dedicated to pursuing proactive initiatives that establish diversity and equity efforts in the classroom, in faculty hiring practices, and in supporting students of color on campuin the classroom, in faculty hiring practices, and in supporting students of color on campuin faculty hiring practices, and in supporting students of color on campuin supporting students of color on campus.