Sentences with phrase «for teacher instructional practice»

Not exact matches

However, the common core deliberately leaves out specific instructional strategies to help students meet those standards, and researchers say they will have to hustle to develop best practices for teachers.

In his acclaimed Readicide (2009), high school English teacher Kelly Gallagher argued that the «inane, mind - numbing» instructional practices found in today's schools are partly to blame for students» lack of interest in reading.

For students to embrace the skills needed in a changing technology landscape, teachers must coordinate knowledge, instructional practices, and technologies to positively influence academic achievement.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

These outcomes may also result from the specific ways in which schools and teachers have adjusted their instructional practices, perhaps differently for mathematics and reading.

«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.

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

The 3 - hour time period provides an opportunity for professional discourse, during which teachers can learn from one another, learn from examining student work, and discuss best paths for instructional 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.

In the largest study of instructional practice ever undertaken, the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) project is searching for tools to save the world from perfunctory teacher evaluations.

The good news is that at the end of the first year, statistically significant positive effects were found for teacher knowledge and for one of three instructional practices.

If, however, teachers must choose a smaller number of practices on which to focus their improvement efforts (for example, because of limited time or professional development opportunities), our results suggest that math achievement would likely benefit most from improvements in classroom management skills before turning to instructional issues.

The Power of Teacher Rounds: A Guide for Facilitators, Principals, & Department Chairs Katherine Boles and Vivian Troen The practice of instructional teacher rounds — a process inspired by hospital rounds — is a design for professional learning that promotes teacher collaboration by making teacher practice Teacher Rounds: A Guide for Facilitators, Principals, & Department Chairs Katherine Boles and Vivian Troen The practice of instructional teacher rounds — a process inspired by hospital rounds — is a design for professional learning that promotes teacher collaboration by making teacher practice teacher rounds — a process inspired by hospital rounds — is a design for professional learning that promotes teacher collaboration by making teacher practice teacher collaboration by making teacher practice teacher practice public.

To provide the best instructional practices for ELLs, a teacher must be willing to accommodate their learning needs and provide them with equitable learning opportunities.

The study found it is important for prekindergarten teachers to adopt a child - centered instructional approach rather than an academically directed approach or a combination of academic and child - centered practices.

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.

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 learning.

The district nonetheless moved forward with the pilot to implement formative, ongoing assessments for teachers that would provide them with structured feedback on their instructional practices.

Therefore, ILTs provide a place for discussion but ultimately leave team members unable to truly capitalize and make decisions that would positively impact teacher instructional 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.

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.

She is particularly interested in the development of a common language for studying and teaching instructional practice and on identifying resources that support practice - focused teacher training.

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.

Across all instructional formats, it's important for teachers to provide explicit instruction of unfamiliar words, to recycle words continually so students have the opportunity to practice, and to expose students to words using multiple formats.

In this context, a highly effective organizational learning environment is one in which teachers engage in learning behaviors such as speaking up, asking for help, admitting errors, and trying out new ideas that incorporate new knowledge to change 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.

Insight ADVANCE, the company behind the observation and coaching platform used in schools and teacher preparation programs, invited me to develop an ebook that explores research, tools, principles, and best practices for providing inservice teachers feedback on their instructional performance.

This comprehensive software, developed in partnership with Harris School Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional practices.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

Teachers in the same school are strategically paired based on complementary strengths and areas for growth on specific instructional practice areas.

It's not all about test - taking, but it is important for teachers to measure student progress frequently in order to inform their own instructional practice.

By reviewing what is in place for PD at the district and building level, district leaders have an opportunity to make adjustments and add supports to ensure that the professional development provided to teachers results in improved instructional practices and increased student achievement.

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).

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

As with the sub-study reported in Section 1.4, this sub-study focuses on evidence about practices for successful instructional leadership as judged by educators close to the students — principals and teachers.

Most obviously, if teacher educators hold transformative aims and seek to promote new instructional practices and social ideas that are not widely available for observation in schools, then cases might constitute one bridge between hortatory pronouncements and new practices and attitudes.

To illustrate, the Milken Educator Award, given in the United States, identifies and selects outstanding elementary and secondary school teachers «as evidenced by effective instructional practices and student learning results in the classroom and school» or as evidenced by «accomplishments beyond the classroom that provide models of excellence for the profession» (Milken Family Foundation, n.d.).

They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices.

To get a picture of their instructional practices, we observed each teacher for an hour of reading instruction each month from December through April.

Evidence collected for this component also highlights certain differences, by school level and by level of teachers «instructional expertise, in the values participants assign to the core practices.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

These opportunities present another challenge for teacher educators: preparing teachers to make effective use of the online medium in their own instructional practice.

Curriculum provides the organization and structure for that which is to be learned, so that the instructional and assessment practices of teachers facilitate student mastery of the essential learnings.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with each other and their classroom practices?

The implications of teacher empowerment for instructional practice and student academic performance.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with one another, and their classroom practices?

Access toolkits for teachers with research - based instructional practices and strategies in reading, writing, math, and cognitive science / advanced reasoning.