Sentences with phrase «focus on classroom observations»

Not exact matches

After achieving the passage of a new evaluation system that will rely on a mix on at least one standardized test and in - classroom observation, the governor is renewing his focus to areas NYSUT has opposed, including a lifting of the cap on charter schools and a $ 150 million education investment tax credit, which is strongly backed by private and parochial schools.

Consensus needs to be reached on the focus of the observation (teacher, students or both), the frequency and duration of observations, the structure of pre - and post-observation meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the classroom observation guide to be used.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

Unlike these systems, the EITP was focused solely on classroom observation.

Although the interviews provide context, the main focus is on observations of classroom teaching, school leadership, and the school's capacity to improve.»

Once they're comfortable with the way that one thinking routine has worked in their classroom, they can branch out and focus on different kinds of inquiry, like Here Now / There Then, which could be used in a civics class to help students understand how past perspectives change over time; or Parts, Purpose, Complexities, which encourages observation and understanding of art objects or mechanical systems.

We found that the teachers who made the most gains in their classroom practice (as measured by the CLASS ™ observation tool) focused their conversations with mentors on classroom practice — following a cycle in which mentors observed teachers and collected data, interpreted the data with mentees in post-observation meetings, planned next steps together and kept in touch between monthly visits.

In short, it appears from this small sample that teachers in schools where our observation measures indicated less ambitious instructional practices were more likely to externalize their needs for instructional support (e.g., resources, backup for classroom management decisions) than to value support focused more directly on developing their instructional expertise.

Classroom observation that is focused on specific behaviors and environmental factors can be a powerful instructional tool that provides a great deal of information to help teachers, principals, and other educators enhance language and literacy learning in early childhood classrooms.

And they focus on how to support and sustain the work of the STEM PLC in their work, including through focusing the process of classroom observation on student learning.

Teacher leaders in another MSP used a classroom observation checklist to focus the observer's attention on the lesson's content and students» engagement with that content.

Focus classroom observations and feedback on the critical classroom decisions that promote meaningful, lasting learning.

Dr. Catterall's team followed the schools for two and a half years, administering surveys, conducting focus groups, and observed and participated in LAA + professional development, and conducted over 50 classroom observations to assess the impact LAA + training had on teachers» understanding of arts integration and their ability to utilize it as an instructional strategy.

Data - gathering methods focused singularly on students, and included focus groups, written surveys, individual interviews, small group interviews, interviews anchored by classroom observation, videotaping, audiotaping, and note taking.

As you conduct pre-conferences with teachers and classroom observations of the lessons they deliver, which aspects of each of these activities focus directly on the improvement of student learning?

Ann Schulte, associate professor at California State University, Chico, says that preparation programs should be focused on working with and assessing teacher candidates in the field, so they receive frequent observations and feedback during their student teaching experiences from someone with extensive knowledge of their abilities and classrooms.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

The afternoon will focus on strategies and resources to monitor implementation including classroom observation protocols and also address issues around organizational change and sustainability of implementation efforts.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

The focus is on the use of data, such as assessments, observations, and surveys, to improve education at the school, classroom, and individual student levels.

After exploring methods of observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our classroom.

But the work so far has focused primarily on developing more specific teaching standards and improving classroom observations so teachers get more useful feedback from trained and certified evaluators on how to improve.

SVC students are now working on a classroom observation rubric focused on student engagement, which will combine research - based frameworks with their own.

The variety of research - based observation forms available has enabled our instructional teams to conduct targeted walks focused on particular areas of interest for each classroom.

eObservations specializes in developing and providing classroom observation tools that focus on teachers» pedagogy — specifically teachers» use of high - yield, research - based instructional strategies in their classrooms with students.

Although Pennsylvania commendably requires classroom observations as part of teacher evaluations, the state should articulate guidelines that focus classroom observations on the quality of instruction, as measured by student time on task, student grasp or mastery of the lesson objective and efficient use of class time.

Ensure that classroom observations specifically focus on and document the effectiveness of instruction.

The teacher leaders focused on PLC's recognized how classroom observations by instructional coaches or PLC colleagues would add valuable information and insight to the PLC process.

Principal mentors are provided a toolkit of mentoring resources and work with mentees to create a customized mentoring plan that focuses on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback, effective school - level practices and classroom - level practices, and using data to improve instruction.

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.

With administrators, Dr. Pollock supports efforts to focus long - range planning and day - to - day classroom observations on giving teachers robust pedagogical feedback.

By shifting focus from influencing singular teacher actions through individual classroom observations to increased involvement in and supervision of teacher teams, principals can have greater impact on the actions of teachers and as a result, student learning.

I also followed up with each teacher through one - on - one conversations, classroom observations, emails, and additional forms of questioning that sought to deepen teachers» thinking about their specific inquiry focus.

The observation will range from 30 - 90 minutes, and it will focus on the overall classroom.