Sentences with phrase «for improving teacher practice»

Whether you're an educator or administrator, it's hard to ignore the studies now suggesting that video may be more powerful than initially thought for improving teacher practice.

While the study's report concluded both new tests hold a lot of promise for improving teacher practice and student learning, it pointed to technical, fiscal, and political challenges the two consortia face in bringing their plans to fruition.

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

Not exact matches

For example, a teacher may suggest writing letters, stringing beads, or practicing cutting skills at home to improve fine motor skills.

In an effort to make retrieval practice a common strategy in classrooms across the country, the Washington University team (with the help of research associate Pooja K. Agarwal, now at Harvard University) developed a manual for teachers, How to Use Retrieval Practice to Improve Lpractice a common strategy in classrooms across the country, the Washington University team (with the help of research associate Pooja K. Agarwal, now at Harvard University) developed a manual for teachers, How to Use Retrieval Practice to Improve LPractice to Improve Learning.

Join Yoga for Osteoporosis certified teacher, Betty Aten for this all - levels class to practice the 12 yoga poses shown to improve bone health based on the long - term study done by Loren Fishman, MD..

You also know the time is right for doing yoga teacher training when you want to improve your personal yoga practice and not necessarily because you want to teach yoga.

This retreat is suitable for beginner and intermediate handstanders who want to improve their technique and mastery of handstands as well as learn new insights into yoga practice with a master teacher and yogi.

A yoga teacher is encouraging women to strip off for classes, claiming that practicing the ancient Indian art in the buff can pep up your sex life, improve

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 Australia

The research suggests that these practices improve student writing only along with the qualifier of enthusiastic teachers who create meaningful systems for their own classrooms.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

The process offers an opportunity for intensive, clinical conversations among teachers that center around their classroom practice and ways that they are improving student learning.

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 200For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponteteachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 200for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and PonteTeachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

Key findings of the study indicate that teachers are using Twitter primarily for professional development and improved classroom practice.

A new toolkit from Harvard University's Center for Education Policy Research provides resources to help educators leverage video observations in school communities to improve teacher practice and student learning.

Simply increasing time for professional learning will not in and of itself improve teacher practice.

They argued that there is a growing professional and academic understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

It is evident, Colvin observes, that the unions «recognize the threat» from growing public demands for improved school performance and teachers» shift away from industrial - style union practices.

And so it goes with their future investment plans: networks to help schools identify and implement evidence - based practices; collaboratives to help improve teacher preparation programs; stronger curricula aligned to college - and - career ready standards; support for «pathways» to postsecondary success, including high - quality CTE; research on personalized learning.

«When teachers engage in high - level instructional talk and have the opportunity to improve practice collaboratively and in concrete forms, they develop team loyalty, trust, and feelings of responsibility and accountability for each other and for all the team's students.

But also, the evidence of current student work and its improvement shared among the staff became a powerful incentive for teachers to continue to improve their practice.

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

Indeed, our review findings would suggest that if professional development is explicitly focused on improving an observed teacher practice instead of being focused explicitly on addressing a pupil need, then it is less likely to be effective at improving outcomes for students.

In addition, student achievement gains provide few clues for what a teacher might do to improve her practice.

Unlike NCLB, however, RttT proffered carrots instead of sticks: money for recession - strapped states that promised to implement education reform strategies, specifically, better teacher - evaluation practices, including using student performance as a metric; better teacher training; improved data gathering; and more school turnaround strategies, including more charter schools.

Understanding the potential of teacher inquiry for improving teachers» practice, as well as the related difficulties, digital technologies are now being considered for supporting teacher inquiry.

And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.

The next round must get to measuring teacher effectiveness based on student achievement, promoting professional development that is based on research and effective practice and improves performance, providing incentives for teachers who are effective, and requiring removal of teachers who, even with solid professional development, can't or don't improve.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

To be recognized, schools and districts demonstrate that their professional development programs result in improved teacher effectiveness and student learning and are consistent with a set of principles for professional development that are based on the best available research and exemplary practice.

Programs to prepare new teachers and professional development programs for practicing teachers must address these problems if American education is to improve and thrive.

And while Khan Academy's prominence engenders fear of standardization and deprofessionalization among some critics, Bergmann, Sams, and Smith see instructional videos as powerful tools for teachers to create content, share resources, and improve practice.

Answers to these and other questions will shed light on how teacher evaluation systems might improve instructional practice as well as their implications for the teacher labor market.

Relicensure requirements for practicing teachers should be aligned with improved initial licensure requirements.

Thoughtful and effective policies for developing a professional workforce will have to include a mix of incentives for pre-K teachers that may be different from those designed for teachers in K — 12; provide training that is focused on classroom practices and the specific challenges of teaching young children; and improve the alignment of early childhood education with K — 12.

Professional development has the potential to not only improve teacher practice, but to make a real difference for students.

For example, the Practice Guides distill a wealth of research into clear steps teachers can take to improve the learning of their students.7 The What Works Clearinghouse was created with the idea of helping the public understand research results and whether they were completed using rigorous methods.

«Jim Ryan is an outstanding scholar, teacher, and academic leader with a deep passion for improving education and for enhancing the interplay of scholarship, practice, and policy,» Faust said.

First, these findings suggest that future studies examine the role that psychological safety — that is, the ability to speak up and ask for help — plays in creating positive conditions for teachers to improve their instructional practice.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

In this program, a group of experienced primary school teachers have become practitioner researchers, focusing on strengthening their practice and improving outcomes for students.

Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom pTeachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom pteachers to improve classroom practice.

Her most recent publication, Seven Strategies of Assessment for Learning, helps teachers adopt formative assessment practices shown to improve learning.

Such systems should not only identify great teaching, but also provide the feedback teachers need to improve their practice and serve as the basis for more targeted professional development.

She is developing a complete intranet for delivering teacher training and upskilling to improve practice in schools.

Developing research informed practice is a challenge for educators not least because published educational research is rarely focused on the knowledge teachers need to improve educational outcomes.