In Turning Points 2000, Jackson and Davis (2000) recommended that professional development should focus on «curriculum, instruction, adolescent development, classroom management, assessment, service learning, interdisciplinary teaming, and parent involvement» (p. 114) to
facilitate high levels of learning for students.
Not exact matches
Functions The teacher leader: a) Uses knowledge and understanding
of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement
for students of all backgrounds and circumstances; c)
Facilitates colleagues» self - examination
of their own understandings
of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences
of students and achieve
high levels of learning for all
students; d) Develops a shared understanding among colleagues
of the diverse educational needs
of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs
of families and the community.
Importantly, however, the findings presented here bring to light several additional important considerations
for both practice (e.g., strategic
student placement within groups to
facilitate higher levels of learning) and research (e.g., relationships between social dialogue, group membership, and demonstrated
levels of learning) involving the use
of asynchronous discussion forums.
The participants in this project consistently reported
high levels of self - efficacy
for implementing problem - based
learning curriculum materials that utilized new technology to
facilitate student learning of physical science concepts.
In today's climate
of high - stakes testing, they consequently confront a seemingly impossible task:
facilitating student mastery
of the TEKS SEs when many
students read below grade
level and need differentiated instruction in order to develop the metacognitive skills necessary
for «reading to
learn.»
Topping the plan's list
of seven «guiding strategies» is the need to «
facilitate high quality professional
learning opportunities
for educators to ensure that every
student has access to teachers who are prepared to teach to the
levels of rigor and depth» required by the common core standards.