Sentences with phrase «feedback from teachers about»

At the Governor's Common Core Implementation Panel, Jonathan Schleifer, E4E - New York Executive Director, shared positive feedback from teachers about the Common Core and recommendations from teachers about how to improve the roll - out of the standards.

Trae - Greenbarg said she feels like she can have candid conversations with administrators because they have been receptive to feedback from teachers about ways the school can improve to prevent teacher burnout.

The questions are designed to obtain feedback from teachers about developments in knowledge and practice, as well as the effectiveness of support systems, such as professional learning activities.

At the Governor's Common Core Implementation Panel, Jonathan Schleifer, E4E - New York Executive Director, shared positive feedback from teachers about the...

In this article, we focus on categories 4 («Planning for technology implementation») and 5 («Feedback from teachers about the experience») in order to show the challenges teachers faced as well as how they overcame those challenges.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

Not exact matches

But more and more, I'm realizing if you're able to receive constructive feedback from a boss, parent, spouse or teacher and then implement what's needed to do it better the next time, you care more about learning than your ego.

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

I think it really motivated me to think more deeply about the homework he gets, the tests he gets, the feedback he gets from his teachers.

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

The data was gathered and analyzed by a team led by Michigan Technological University and the STEM Education Center at the University of Minnesota asked for feedback from nearly 40 teachers in a three - week professional development program about STEM education.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplfeedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplFeedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Hundreds of companies want real - time feedback from teachers and school administrators about their applications and programs.

Conscientious parents are constantly getting feedback about the academic performance of their children, almost all of it from teachers.

Again, through an inquiry learning process, students investigated «games» and used Scratch to design and construct their own games resulting in a gaming convention at the school where students were able to showcase, share and receive feedback about their games from other students, teachers, parents and the wider community.

Perhaps what has been most satisfying to Johnson and the ArtThink development team is the feedback they've received from teachers about the site.

Aside from grumblings from the New York City teachers required to work under her system, there has been remarkably little open debate about the basic premises behind Calkins's approach, or even feedback on how the programs are faring in the classroom.

Importantly, they also included feedback for teachers from colleagues about their teaching.

Parents are asked about their satisfaction with the interest teachers show in the child, school discipline, child's school progress, and feedback from teachers.

As teachers, we are all a little apprehensive about feedback from our students.

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

The feedback Sherpa Kids is getting from schools is that carers and teachers are becoming «a bit leery and twitchy» about the industrialisation of OOSH.

Commenting on the project, Manjit Rai, Head Teacher at North Beckton Primary, said, «Feedback about the interim classrooms from teaching staff and the parents of children in year four who are now using them has been very positive.

And then thinking about the implications of that down the line for reporting, parent - teacher interviews and long - term learning for the students who may need the consistency of that feedback from one teacher.

Regular feedback in the form of surveys is needed to understand how those charged with implementing standards - based educational reform — teachers, superintendents, parents, and policy makers — think about the uses of tests and the high - impact decisions that follow from them.

And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

But I'm optimistic about the potential of unbundling the role of the teacher and leveraging technology to create an online system for measuring and tracking student learning growth that has the rigor of human - graded assessment, the advantage of quick feedback cycle times, and the validity and reliability that come from standardization.

Fortunately, I did receive some valuable feedback from my supervising teacher that semester; I can not say the same about my English as a Second Language student - teaching placement the following semester.

Feedback from teachers can inform teacher educators about how to design experiences for teachers to help them integrate technology into instruction.

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieFrom my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achiefrom this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

As one MCIEA teacher noted, «[MCIEA provides an] opportunity to reflect deeply with broad input to and feedback from colleagues about the types of assessment projects or products that really matter.»

The study found that feedback from students as young as fourth graders, especially about a teacher's ability to manage a classroom and challenge students, was useful in evaluating teachers.

Formative assessment, rephrased for clarity as informative assessment, is classroom activity — from quiz to question, discussion to observation, learning task to student feedback — that informs teachers about their students» learning and their own teaching.

We also discuss the pedagogical possibilities of Twitter and point to hashtags like #comments4kids (where teachers can post student blogs and ask for feedback from their online networks) or teacher - created resources that support the use of technology in the classroom (like this tweet about how to comment on blogs, shared by one of our graduate students).

She also used the green check emoticon frequently during each class session to receive feedback from prospective teachers about their ability to perform technological skills.

Using extended examples from different grade levels, Lalor advises teachers to use a three - part protocol to give feedback on student work: (1) emphasize the strengths in the work; (2) discuss questions or problems about the work in relation to the specific assignment; and (3) suggest «next steps» for improving the work.

Pollock describes three techniques she's helped teachers put in place to boost student engagement through seeking feedback (including from peers and from themselves): (1) Goal accounting templates that students fill out at the start of class; (2) an interactive notebook in which students process their questions and thoughts about material the teacher presents as they take notes; and (3) a teacher scoring roster that gives teachers a quick read of how well each student knows the content.

One way teachers can re-engage telltale students is by setting up classroom routines that help such students regularly seek feedback about their own learning progress — from a source other than the classroom teacher.

Feedback on teaching from observations of teaching: What do administrators say and what do teachers think about it?

Despite the teachers» initial anxiety about being observed and receiving feedback, they gained confidence from the opportunity to see what was going on their classrooms.

Madison teachers union president Mike Lipp publicly embraced the new teacher evaluations mandated under the state's waiver from the No Child Left Behind law, saying feedback is useful and Madison school administrators haven't always been good about evaluating staff in the past.

Even preservice preparation could benefit, as the teacher leaders would be uniquely positioned to collect feedback from in - service educators about their preparation programs and to advise on clinical placements for candidates.

The Chicago Teacher Residency seeks individuals from all backgrounds, who are passionate about transforming the educational outcomes for students in the lowest - performing schools, and are open to coaching and feedback.

Schools That Lead continue to refine their Teacher and Principal Leadership Initiatives to incorporate the lessons they have learned from the past three years, including being clearer about the development of an aim statement and theory of action, acknowledging the need to make room to do the improvement work, explicitly examining culture, paying attention to student feedback, starting small and moving slow, collecting and analyzing evidence to build warrant, and actively sharing the work — specifically the processes, results, and what worked and what did not work.

Interestingly, they received much more of their feedback from busy principals (85 percent of U.S. teachers vs. a TALIS average of 52 percent) and much less from other teachers or assigned mentors (27 percent vs. a TALIS average of 42 percent), who can generally offer more targeted insights about how to teach specific curriculum concepts and students.

REA collected survey, focus group, and pre - and post-test data from the participating teachers, and this data led to important insights about the teachers» expectations for the program, feedback about the program, perceptions of the program's impacts, and recommendations for the program moving forward.

Additionally, the teacher feedback option allows comments to the students back from the teacher to correct any misconceptions about proper usage.

About 150 teachers were identified as irreplaceable by their organizations based on data and feedback from students and families, and GPSN believes that with the proper support those educators will continue to make a profound and immediate impact on their communities.

The most impactful activities were: classroom «walk - abouts», receiving school feedback from an Elder, teacher evaluation, how to have courageous conversations, and instructional leadership