Sentences with phrase «expertise as classroom teachers»

Although the new teachers generally acknowledged their limited expertise as classroom teachers, they asserted their authority over what their students needed; they believed that nobody knew their students better than they did.

Not exact matches

Is it something that you, as a classroom teacher, can help with or will you need to call on additional expertise and resources?

As the program integrates experts and projects into classroom teaching, online experts may not disrupt teachers per se; their guidance, however, could target topic areas where teachers lack in depth expertise in certain subject areas.

Perry has just finished a stint as Academic in Residence at Dakabin State School, in the Moreton Bay Region of Queensland, where he shared his expertise on classroom wellbeing and building trustworthy student - teacher relationships.

Each studio was assigned a NuVu coach with deep content expertise — such as a physician knowledgeable about global pandemics — plus regular classroom teachers to help manage the learning experience.

Our interview data point to five potential sources of expertise in data use in schools: central office personnel (superintendents, curriculum or assessment specialists); state - supported regional education center specialists; principals; key teachers trained to serve as assessment and data experts; and classroom teachers in general.

In some settings district leaders reported a shift: initially, an emphasis on developing principals «expertise in data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teams.

In a related study, Gigante and Firestone (2007) found that teacher leaders with content expertise were more likely than those without content expertise to provide support to teachers through strategies that occurred within the classroom, such as assisting in lesson planning or conducting classroom observation.

Glanz et al. (2006) reported that principals who were seen as instructional leaders collaborated with teacher leaders to supervise classroom teachers, while principals without instructional expertise abdicated supervision responsibility to teacher leaders.

His experiences as a former classroom teacher, leader for state and non-profit organizations, and thought partner for districts, states, education organizations in the US and abroad, including the US Department of Education and Queen Rania's Teacher Academy, provide him with unique expertise in solving the challenges of underperforming steacher, leader for state and non-profit organizations, and thought partner for districts, states, education organizations in the US and abroad, including the US Department of Education and Queen Rania's Teacher Academy, provide him with unique expertise in solving the challenges of underperforming sTeacher Academy, provide him with unique expertise in solving the challenges of underperforming schools.

His experiences as a former classroom teacher, leader for state and non-profit organizations, and thought partner for districts, states, several countries, and the United States Department of Education and Queen Rania Teacher Academy (QRTA) provide him with unique expertise in solving the challenges of underperforming steacher, leader for state and non-profit organizations, and thought partner for districts, states, several countries, and the United States Department of Education and Queen Rania Teacher Academy (QRTA) provide him with unique expertise in solving the challenges of underperforming sTeacher Academy (QRTA) provide him with unique expertise in solving the challenges of underperforming schools.

Teachers are not only a required stakeholder for input gathering under the law, our professional expertise and classroom perspectives will be invaluable as our state designs the measures, programs and supports that have the potential to positively impact our classrooms and careers for many years to come.

Researchers in Schools is the second programme from The Brilliant Club, aimed at widen access to highly selective universities for under - represented groups by placing PhD holders as trainee teachers in schools, promoting subject expertise and research in the classroom, and championing higher education.

Educator PD activities include efforts to expand teachers» knowledge and skills related to topics such as content expertise, instructional methods, classroom discipline and assessment.

Their expertise and guidance has helped me grow tremendously both when I was a classroom teacher and more recently in my role as a literacy specialist.

«We will also look at how we support teachers to get better at what they do and hone their expertise as well as career progression, whether they want to get into leadership as you have, or stay and develop in the classroom.»

The interactive video method targeted classroom noticing (van Es & Sherin, 2002) as an aspect of teacher expertise (Berliner, 1986).

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.

Elena is a regular contributor for Edutopia and EdWeek Teacher where she shares her expertise and insights derived from twenty years as a classroom teacher, instructional coach, and education consTeacher where she shares her expertise and insights derived from twenty years as a classroom teacher, instructional coach, and education consteacher, instructional coach, and education consultant.

Elena's expertise derives from twenty years as a classroom teacher, instructional coach and leadership coach working in diverse school environments.

Deepen the expertise of school leaders through training on instructional materials and assessment, as well as visits to selected classrooms to observe instruction and practice teacher literacy and math coaching and feedback.

This requires a sustained approach, coupled with pathways for teachers who want to remain in the classroom and influence the profession through their specialist expertise or to lead on mentoring or teacher development, as well as for those who aspire to traditional school leadership roles, such as those proposed later in this consultation.

For Chartered Teacher Status, subject NPQs or similar training programmes to have wide value and recognition, new roles which are classroom based but involve supporting others by sharing teaching expertise need to be established as a high - status and meaningful career pathway.

Demonstrated student achievement results as a classroom teacher, expertise in understanding the relationship between state assessments and student mastery requirements into instructional plans and strategies.

Through her experiences as a classroom teacher, assistant principal, principal, principal supervisor, and central office administrator, Mikel brings vast expertise to the role.

Most began with an Enhanced Scope and Sequence (ESS) Sample Lesson Plan designed to be taught by one teacher, then offer suggestions as to how co-teachers can effectively utilize the expertise of each to enhance that lesson in a co-taught classroom.

As an experienced teacher I have a level of expertise that increases with each year I am in the classroom.

This bill further provides that an educator is not: (1) Required to spend the educator's personal money to appropriately equip a classroom; (2) Evaluated by professionals, under the teacher evaluation advisory committee, without the same subject matter expertise as the educator; (3) Evaluated based on the performance of students whom the educator has never taught; or (4) Relocated to a different school based solely on test scores from state mandated assessments.

And as Park Hill continues to seek new ways to more efficiently manage talent — whether by enhancing applicant screening using data - based assessments, designing more effective professional development, or ensuring the most qualified substitute teachers are placed in classrooms — TalentEd will continue to deliver the support and services they need to meet their mission: «Through the expertise of a motivated staff... [to] provide a meaningful education in a safe, caring environment to prepare each student for success in life.»

Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low - quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.

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.

TDS have a record of success with students as classroom teachers, bring content expertise and effective practices to the coaching role.

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

Previously, I have worked as a Teacher's Assistant at La Place High School where I developed the expertise in basic behavior management — which is the prime base for any classroom.

This example ESL English as a Second Language teacher cover letter / application letter showcases Mona's formal education and credentials, years of classroom expertise, relevant skills sets, and her enthusiasm to teach all types and levels of ESL learners.

She spent six years as a classroom teacher in Georgia and her expertise is in teaching students with challenging behaviors and training practitioners to implement best practices to support these students.