Wake County's documents include a program flyer, an overview PowerPoint, and several classroom teacher resources
for analyzing student work and getting to know students as individuals.
Not exact matches
As an educational consultant, I often
work with
students to test and
analyze college majors that would be a good fit
for them.
«By
analyzing how teachers evaluated their
students»
work on an NGSS - aligned task, we were able to get a good sense of what teachers knew about key aspects of NGSS, knowledge we believe is necessary
for successful NGSS implementation.»
Timothy Brady, a grad
student who
worked on the study, says it «suggests that
for something like artificial intelligence
for surveillance cameras, it's smarter and more brainlike to choose from a bunch of images to recognize something, rather than just
analyzing the shape.»
Working with Miller and doctoral
student Abraham Padilla at Vanderbilt, Joe Wooden at Stanford University, Axel Schmitt and Rita Economos from UCLA, Ilya Bindeman at the University of Oregon and Brennan Jordan at the University of South Dakota, Carley
analyzed about 1,000 zircon crystals
for their age and elemental and isotopic compositions.
As the project timeframe progresses, having tasks
for completing the experimental procedure,
analyzing data (or making charts and graphs), and
working on the project display board provides
students with a clear map of due dates and required steps
for completing the project on time.
I envision,
for example, a teacher having two double - period classes and taking the last two periods to grade the
student work with their colleagues shortly thereafter,
analyzing the pieces and making their curriculum and pedagogy more connected.
Students unpacking,
analyzing, and restating in
student - friendly language the Common Core State Standards
for their grade level and determining through discussion and analysis of examples what quality
work looks like.
In addition to modeling lessons
for teachers and
working with small groups of
students, the skills specialists also regularly
analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.
With or without access to technology, final portfolios are opportunities
for students be creative as they reflect on, describe,
analyze, and interpret their own
work and learning from the year.
The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent
for positions of authority; developing alternative training methods
for managers, principals, and teachers union leaders; creating new tools
for analyzing performance data; and
working with school boards to help those sometimes obstructionist bodies become more focused on
student learning than on petty power plays.
Do you want your child's teacher to have the time to
analyze student work and develop a keen eye
for diagnosing mistakes and misunderstandings?
This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual
students need; an academiclanguage building program called WordGeneration;
analyzing data to see which programs
work well in the schools; and a remedial reading course
for eighth - and ninth - grade
students reading at the third - grade level or below.
«
Students analyze and interpret artworks
for relationships among form, context, purposes, and critical models, showing understanding of the
work of critics, historians, aestheticians, and artists»
Those peers also gain flexible time they can use to learn from their excellent colleagues and to collaboratively
analyze student work and data, and to plan what's next
for students.
By instructional leadership, we mean the principal's capacity to: 1) offer a vision
for instruction that will inspire the faculty; 2)
analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of
student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.
FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resour
FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key
for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resour
for graphic organizer
Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this r
Students will research and
analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (
students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this r
students may
work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking
for the pen and paper, hard - copy version of this resour
for the pen and paper, hard - copy version of this resource?
We're pleased to see that the new Dietary Guidelines are consistent with our
work over the past 20 years of
analyzing research on nutrition and its impact on human performance, especially
for educators and their
students.
For example, if
students are
working in groups of four reading and
analyzing a news article, you may ask each group to pick an investigator, a recorder, a discussion director, and a reporter.
They then
analyze student work to look
for specific, concrete evidence of what
students understand, and brainstorm actionable feedback about how to improve their colleague's instruction.
Surveys from district staff indicate a need
for exemplary models of how to
analyze student data to determine which practices
work best
for which
students, adapt instructional practices to meet
students» individual needs, and develop curriculum - embedded formative assessments.
Creating a structure
for conversations also helps Seidel «to wring every last ounce of learning» out of the second part of each session, which focuses on
analyzing student work.
The idea is
for states and districts to collect,
analyze, and — most important — act on good information that can provide feedback and guidance on efforts to prepare
students for academic
work beyond high school.
Coaches may
for instance talk to teachers about their goals
for student learning and then observe specific
students in the classroom, or help teachers
analyze student work and make decisions about the next day's lesson.
As full implementation of both the teacher and principal evaluation systems looms
for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to
work in professional teams to set growth targets,
analyze data, and provide the appropriate instructional interventions
for every
student.
Teachers
working in teams have primary responsibility
for analyzing evidence of
student learning and developing strategies
for improvement.
It's hard to carry out a vision of
student success,
for example, if the school climate is characterized by
student disengagement, or teachers don't know what instructional methods
work best
for their
students, or test data are clumsily
analyzed.
These recommended practices, synthesized from the findings of experimental studies, include having
students analyze models of good writing; explicitly teaching
students strategies
for planning, revising, and editing their
work; involving
students in the collaborative use of these writing strategies; and assigning specific goals
for each writing project.
Student Work Analysis:
Analyzing and Acting on Evidence: This interactive PDF tool can be used to
analyze results from performance tasks in order to (a) refine the assessment or scoring rubrics; (b) plan next steps
for instruction; and / or (c) better understand the progression of learning across multiple assessments.
To develop specially designed instruction
for each
student with a learning disability, educators and parents
work together to
analyze student work, evaluation information, and any other available data to determine the
student's strengths and weaknesses.
To prepare
for their PoLs,
students analyze the academic, personal, and interpersonal capacities articulated in the Greenwich Public Schools Vision of the Graduate to reflect upon areas of strength and areas
for growth as demonstrated using specific examples from their project
work in both STEM and Humanities courses.
Administrators who are the most successful at overseeing positive
student learning outcomes create, support, and fight enthusiastically to sustain time
for teachers to
work together at mentoring,
analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.
INCLUDES: 36
Student Activity Books (1 copy of each of the six titles per grade level, 32 - pages each) 4 Answer Cases 1 Teacher Guide FEATURES: Flexibility
for task centers, independent or partner
work, or one - on - one tutoring / remediation Clearly stated objective
for each activity that allows you to differentiate Focus on foundational skills and concepts Engaging puzzle format
for a fun challenge Immediate feedback
for self - checking Titles: Grade 1: Number and Operations: Counting and Place Value Addition and Subtraction: Properties and Situations Addition and Subtraction: Strategies and Equations Addition and Subtraction: Beyond 20 Measurement and Data: Length, Time, and Analysis Geometry: Shapes and Attributes Grade 2: Addition and Subtraction: To 20 and Beyond Foundations of Multiplication: Equal Groups and Arrays Addition and Subtraction: Properties and Place Value Measurement and Data: Length, Time, and Analysis Measurement and Data: Time, Money, and Analysis Geometry: Shapes and Attributes Grade 3: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes Grade 4: Number and Operations: Whole Numbers Number and Operations Multi-Digit and Fractions Fractions: Equivalence and Ordering Fractions: Operations Measurement and Data: Convert and Solve Problems Geometry: Angles and Plane Figures Grade 5: Operations and Algebraic Thinking: Expressions and Patterns Number and Operations: Whole Numbers and Decimals Fractions: Add and Subtract Measurement and Data: Convert and Interpret Geometric Measurement: Volume Geometry: Graphing and 2 - D Figures Grade 6: Ratio and Proportions: Ratios and Problem Solving The Number System: Rational Numbers The Number System: Factors and Multiples Expressions and Equations: Write, Solve, and
Analyze Geometry: Problem Solving Statistics and Probability: Variability and Displays
Although
analyzing student work has become an increasingly popular way
for teachers to improve
student learning, 1 teaching
students how to
analyze their own
work has received less attention.
Ms. Bai
works on research projects
analyzing national and international large - scale datasets, including the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS) and Program
for International
Student Assessment (PISA).
In the United States,
for example, 65 percent of teachers
work in middle schools where the principals surveyed said that more than 30 percent of their
students come from socieconomically disadvantaged homes, the highest perception - of - poverty rate among the 30 countries
analyzed by Schleicher.
Teachers are asking
for additional content area - specific collaboration time to design lessons or
analyze student work.
In this article, the authors describe a study in which teachers study a mathematics learning progression
for measuring area and use that progression to
analyze student work.
Beside each daily activity is a section
for the teacher, which includes answers, extension questions, and suggested teaching strategies to direct
students or to
analyze their
work.
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of
Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns
Work with the Data and Assessment team to compile,
analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in
working with
students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
students, faculty and families
Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes
working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates
for certification; this includes support
for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents,
students, teaching faculty, support and intervention staff members, and board
students, teaching faculty, support and intervention staff members, and board members
Sensei
for Study Island makes managing and
analyzing student data easier than ever with intuitive charts, color - coded graphics, and visual cues that
work to save time and frustration when monitoring classroom progress.
Half of a study group would teach the lessons to their
students, and the entire group would collaboratively
analyze the teaching and
student work, and revise the lessons
for the other half to use.
Just down the hallway, university officials were trying to crunch a few numbers of their own,
analyzing how much it'd cost to keep providing such remedial education to
students who don't arrive ready
for college - level
work.
We don't create
work for you: We make the
work you're already doing — planning from standards,
analyzing student work and assessment data to adapt teaching, and drawing conclusions that can make your teaching more powerful — easier and more effective.
Earl has also
worked as a policy analyst
for LAUSD's school board president where he made key recommendations
for the district Superintendent's 2016 — 2019 Strategic Plan,
analyzed expenditures
for the districts $ 7.6 billion budget, and drafted a report evaluating factors affecting
student achievement in mathematics.
● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes
for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting
students as they prepare
for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning
for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and
analyze data on an ongoing basis ●
Work with school principals to develop and implement action plans based on academic results
Additionally,
students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute
for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and
student work to
analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46
Designs
for job - embedded learning include
analyzing student data, case studies, peer observation or visitations, simulations, co-teaching with peers or specialists, action research, peer and expert coaching, observing and
analyzing demonstrations of practice, problem - based learning, inquiry into practice,
student observation, study groups, data analysis, constructing and scoring assessments, examining
student or educator
work, lesson study, video clubs, professional reading, or book studies.
This book will teach you to use the Powerful Task Rubric
for Designing
Student Work to
analyze, design, and refine engaging tasks of learning.
This resource provides an easily accessible, yet powerful way
for teachers to elicit and
analyze student work that truly reflects
student thinking.