Sentences with phrase «for improvement in student learning»

In this view, teacher change (and teacher learning) is a necessary evil — externally imposed, difficult, and painful, but needed for improvement in student learning.

During her first year as superintendent, Dr. Cruz identified directions for improvement in student learning.

Not exact matches

Strengthened health - education partnerships, tools for healthy school assessment and planning, and the coordination of existing school - based healthy living programs and resources combine to support improvements in students» health and learning.

When teacher evaluations bear zero resemblance to student learning, which is the case in 4 out of the 5 big school districts, it makes a strong case for Governor Cuomo's improvements to the system.

«While others make excuses and point fingers for the problems in education, Governor Cuomo has delivered real improvements that will make schools better and help our students learn.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In particular they appreciated the noticeable acceleration in student learning, especially for students whose improvement had previously stalleIn particular they appreciated the noticeable acceleration in student learning, especially for students whose improvement had previously stallein student learning, especially for students whose improvement had previously stalled.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

The move sees two eminent training organisations strengthen their partnership of seven years, and further their commitment to supporting school improvement and enhancing learning outcomes for students in Queensland.

The main focus of coaching and mentoring conversations for school improvement is to build the competency and capability of teachers, so that they can take steps towards achieving the school's strategic vision and priorities in the curriculum, teaching and learning, and assessment, and can effectively make judgments about students» progress and outcomes.

When students are barely on the dial, it is not possible to pinpoint with any accuracy where they are in their learning, to identify appropriate starting points for action, or to monitor improvements over time.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

In this way, LA results become a valuable tool for any student's individualized progression and ongoing improvement of learning quality.

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

I have seen apathetic students change to students who are excited, enthusiastic learners; students who were failing every subject become engaged in learning and making better grades; students who, in the past, avoided talking with me about their grades, come... waving their report cards in their hands to show me their improvement; students who thought of themselves as incapable begin to think of themselves as capable learners; and students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalIn a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largLearning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalin the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at larglearning at large scale.

«Nick Hoekstra embodies the fine qualities of students in the International Education Policy Program: a commitment to lead so all children can learn what they need to become architects of their own lives; ambitions to support educational change that exceed the resources he currently controls; and ingenuity to collaborate with others building networks for continuous improvement to produce 21st - century education,» says Professor Fernando Reimers, faculty director if IEP.

Unrealistic and ever - increasing performance targets have forced us to label 63 percent of Title I schools and 47 percent of districts receiving Title I funds as needing improvement, and to apply sanctions that do not necessarily lead to improved learning for the students in those schools.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninIn Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninin the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

I am also facilitating a «Students as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprStudents as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school iImprovement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents in making their own recommendations for school improvementimprovement.

In addition, less - advantaged schools with, on average, harder - to - serve student populations, may require additional supports for these kinds of interventions to generate improvements in student learning similar to those of more - advantaged schoolIn addition, less - advantaged schools with, on average, harder - to - serve student populations, may require additional supports for these kinds of interventions to generate improvements in student learning similar to those of more - advantaged schoolin student learning similar to those of more - advantaged schools.

Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.

For example, the evidence is clear that high - stakes testing can produce severely inflated scores, meaning increases in scores far larger than real improvements in student learning.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

In an effort to create immediate and enduring improvements in student outcomes, most states have adopted Common Core State Standards or other content standards that reflect higher expectations for student learning than previous iterationIn an effort to create immediate and enduring improvements in student outcomes, most states have adopted Common Core State Standards or other content standards that reflect higher expectations for student learning than previous iterationin student outcomes, most states have adopted Common Core State Standards or other content standards that reflect higher expectations for student learning than previous iterations.

This would make improvements in learning unlikely, and presumably make students unhappy for no good reason.

Investing in quality professional experience for pre-service and professional mentor teachers is the best move governments can make towards immediate and sustainable improvements in teacher quality and student learning.

In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raquIn 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raquin which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.»

The SAIL initiative is an exciting way to enable a professional learning team to extend beyond the boundaries of an individual school campus, enabling those interested in pursuing a shared improvement agenda to work collegially for the benefit of their students.

Principals» Classrooms Visits Help Build Better Readers When principals and literacy coaches understand what students are learning and teachers are teaching — and participate in literacy lessons — they set a positive tone for the school that can lead to improvement in reading, say author and educator Dr. Beth Whitaker.

I am very conscious that understandings of leadership work undertaken by teachers typically reinforce those with formal positional roles at the expense of other forms of leadership which I believe are equally important for the improvement of student learning and achievement in schools.

We'll identify areas of effectiveness and help you set priorities for areas that most need improvement, while keeping in mind the critical importance of developing curricula that can be reasonably taught in the time allotted, allowing teachers to help students develop deep knowledge of what they're learning.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

Learning why, for instance, white teachers are not as effective with black students as black teachers appear to be might suggest improvements in training that could make teachers equally effective for all students, regardless of race.

Part of the gains in student learning likely stemmed from improvements in the professional opportunities for teachers.

While these are promising developments for Illinois, the results are not yet in: we don't yet know that the new leadership preparation policies and partnerships in the state will necessarily lead to improvements in student learning.

They spoke about the difficulty they face, however, in specifying and generating consensus for clear goals and plans for improvement in the learning of average and high - performing students and schools.

Center for Research on Education, Diversity & Excellence (CREDE) Center for Research on the Education of Students Placed At - Risk (CRESPAR) Center for the Study of Teaching and Policy (CTP) National Center for Early Development and Learning (NCEDL) National Center for Improving Student Learning and Achievement in Mathematics and Science National Center for Postsecondary Improvement (NCPI) National Consortium for Policy Research in Education (CPRE) National Research and Development Center on English Learning and Achievement (CELA) National Research Center on the Gifted and Talented (NRC / GT) Research Reports from the National Research and Development Centers

It happened in grade team meetings, subject groups, professional learning community groups, committees convened to assess and monitor needs for at - risk students, school leadership or improvement teams, or in whole - staff events, such as data retreats and faculty meetings.

The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.

Thus, as the federal government continues to review and approve states» plans and states begin to implement their new accountability frameworks and school improvement strategies, they must work together to remember the teachers standing in front of our nation's classrooms — for they are critical to all of these other efforts and, ultimately, will have the most impact on their students» learning.

• Academic standards are important and too low: 67 % believes the expectations for what students should learn is important to school improvement, and 39 % believes that the standards are too low in their community's schools.

One of the most productive ways for districts to facilitate continual improvement is to develop teachers «capacity to use formative assessments of student progress aligned with district expectations for student learning, and to use formative data in devising and implementing interventions during the school year.

It includes four strands: (1) development of a tool (the «Framework») to guide teachers» design of student learning experiences, (2) enhancement of teachers» leadership skills (particularly related to sharing leadership for instructional improvement), (3) dissemination efforts that support understanding and use of the Framework across levels of the education system and in all areas of the state, and (4) provision of a platform that provides rural areas in Colorado with easy access to the Framework and extends access to and use of the Framework across the nation and the globe.

«Without investments in educators» learning, most of the aspirations of the Every Student Succeeds Act for improvements in education can not be realized,» Darling - Hammond noted.

In order to examine our quantitative findings more thoroughly, we turned to our qualitative data for an in - depth look at district level policies and practices intended to engage parents and community members in school - improvement efforts and, specifically, efforts to increase student learninIn order to examine our quantitative findings more thoroughly, we turned to our qualitative data for an in - depth look at district level policies and practices intended to engage parents and community members in school - improvement efforts and, specifically, efforts to increase student learninin - depth look at district level policies and practices intended to engage parents and community members in school - improvement efforts and, specifically, efforts to increase student learninin school - improvement efforts and, specifically, efforts to increase student learning.

Teachers working in teams have primary responsibility for analyzing evidence of student learning and developing strategies for improvement.