Sentences with phrase «grade teacher and coach»

Sarah Downing - Ford as a seventh grade teacher and coach at Massabesic Middle School in Waterboro, Maine shared:

Not exact matches

First, I want to talk about its author, my 9th grade English teacher and debate coach Robert Pacilio, the adult who was perhaps the most formative influence upon me outside of my parents and perhaps a couple Sunday school teachers.

Remembers one prominent swing coach, «At the»89 Tour Championship at Harbour Town, we witnessed Sheryl going up to him after he made a bogey on the 11th green and literally twisting his ear like a grade school P.E. teacher, saying, «Wake up and get your head into the game.»

Prior to retiring in 2015, Otter was a 5th grade science teacher, environmental science teacher, and soccer coach at Wheeler in Providence, RI.

While we didn't know the coach that well, we assumed being a 7th grade teacher he'd understand the age and support our daughter's attempt to try new things while pursuing her old passions.

A year ago, a teacher I coached, let's call her Samantha, had had it with spending every evening grading papers and lesson planning.

This is a great way to connect with your coach and with other teachers, often from a variety of grade levels.

At YES Prep, teachers take a lead in supporting and coaching each other at weekly grade - level meetings.

Teachers need to coach and mentor, but with grades, teachers turn intoTeachers need to coach and mentor, but with grades, teachers turn intoteachers turn into judges.

«I have tried to attend all grade - level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction.»

Over a year had passed since I'd finished coaching this new eighth grade English teacher in a tough school; I was driving through the neighborhood and decided to drop in and see how Ms. K was faring.

The district created grade - level teacher teams in each school and hired a coach to provide professional development to teachers.

As a result, preschool through twelfth grade teachers are continually exploring ways to become better teachers, coaches, and advisors.

Our informal discussions with school leaders suggest that staff are most often assigned to workspaces out of convenience, with coaches assigned to empty offices and teachers clustered roughly with those who teach similar grade levels.

Currently, Dillon is a post-doctoral fellow at Haskins Laboratories, a research institute in New Haven, Conn., that focuses on speech, language, and reading and biological basis, where she investigates the effects of a three - year study in which first - grade teachers were provided professional development seminars and in - class coaching in literacy instruction.

Principal Dawn Odean, instructional coach Anne DiCola, and the teachers discussed what departmentalization would look like in other grade levels and how they might facilitate that.

We will work with 3rd through 8th grade mathematics teachers in the Appleton Area School District to implement and evaluate the coaching model.

It is written by Elizabeth Stein, a middle grades special education teacher, author, and SpEd / UDL instructional coach and new - teacher mentor in New York.

To address these shortages of time and training, Drive to Write technology coaches and instructional specialists provide teachers with ongoing support during the school year on integrating writing assignments and feedback into lesson plans and using free cloud - based technology to distribute, comment on, and grade assignments.

we've invited science teacher, content expert and coach Kathy Renfrew to become The Science Lady and write about general science topics from her perspective as a veteran middle grades teacher and early advocate for the Next Generation Science Standards.

All our workshops can be delivered across grade levels and customized for classroom, special education, and English language teachers; literacy coaches and trainers; curriculum specialists; and school and district administrators.

# 1 — PLC, grade - level, department, faculty and coaching conversations with and among teachers indicate a focus on the targeted plan.

We analyzed data from two rounds of semi-structured interviews with 27 upper - elementary grades teachers, principals, and other key personnel (e.g., instructional coaches, where present) and 127 hours of observational data.

While not universal across all teachers, there is a definite trend, in the most effective schools, for grade 1 and 2 teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words when they encounter them in everyday reading.

Full - time release teacher leaders could do classroom coaching; part - time release teacher leaders could do demonstration lessons and observations of colleagues; teacher leaders with no release time could lead grade level or department groups in lesson planning.

Q2: If we want standards - based grading and teaching to invite increased levels of authenticity, how might we coach this teacher?

Districts contributed by offering training in the use of curriculumlinked classroom assessments, school - wide data analysis events, coaching of teacher teams (grade or subject teams, professional learning community groups), and the purchase and training in the use of data software.

Chi square tests revealed that in comparison to the moderately effective schools -LRB--RRB- and least effective schools -LRB--RRB-, more grade 1 and 2 teachers in the most effective schools were frequently observed coaching as children were reading to teach word recognition.

Java M. Robinson is a National Board Certified Teacher (Middle Childhood, Generalist) and teaches second grade in Montgomery County, Maryland, where she also serves as a coach, recruitment coordinator and candidate support provider for National Board candidates.

Acasia went on to work as a fifth - grade teacher and cross-country coach, serving as a Teach For America corps member in Phoenix.

Of the 22 teachers in grades 1 and 2 who were rated high on the composite teacher accomplishment rating (effective teaching and culturally responsive teaching), 10 (45 %) were frequently observed coaching children on how to use different word recognition strategies to figure out unknown words while they were reading connected text.

A graduate of Western Kentucky University with a degree in Middle Grades Education, Rick has been involved in education for over eighteen years as a teacher, administrator, certified school bus driver (and trainer), school maintenance employee, and athletic coach.

My team includes a classroom teacher from every grade level, a mental health professional, a school counselor, a PBIS coach, a parent representative, and student representatives.

She then served the Donoghue campus for 5 years as both a 3rd grade teacher and instructional coach.

During her twenty years as an educator, she has been a first grade teacher, ELL teacher, literacy coach, and reading specialist.

We extend the literature on in - service teacher education by describing and evaluating a coaching model focused on classroom management skills and instructional practices across grade levels and

You will train and coach teachers and teaching teams in the development and delivery of differentiated instruction for scholars in grades 6 - 8.

The actual lesson is modeled by our coach and by one of the grade - level teachers, who brings their classroom into our live lesson room.

Following her corps commitment, Ms. Whitehead worked in Washington, D.C. as a teacher and instructional coach supporting teachers PK - 5th grade.

Maddie Fennell, NBCT, has been an elementary teacher in the Omaha Public Schools for 27 years, teaching in first, fourth and sixth grades and mentoring her peers as a literacy coach.

Educational coaches — whether math, literacy, instructional, or curriculum coaches — vary in the content of the work they do and in the grade range of the teachers with whom they work.

-- Bryan Benke, 6th grade teacher and technology integration coach, Valparaiso Community Schools, Valparaiso, Indiana

«For several years now, IDRA staff have mentored and coached teachers in fourth and fifth grades and has been instrumental in empowering teachers with strategies and tools to positively impact student learning.

A study of how elementary school teachers used social networks during reform efforts (Daly, Moolenaar, Bolivar, & Burke, 2010) found that they interacted primarily with fellow teachers in the same school and grade level; they rarely reached out beyond those groups, not even to their own principals and instructional coaches.

As part of a high school reform initiative, 10th grade English language arts teachers and literacy coaches worked with a data coach to define essential questions about students» reading performance.

The Director 3 - 5 Mathematics is responsible for coaching and developing all 3rd - 5th grade math teachers to deliver aligned, consistent, and rigorous mathematics instruction that drives high student achievement.

High school teacher and instructional coach Tony Winger laments how traditional classroom grading practices lead to grades becoming a distraction from learning — a commodity students feel they work the system to attain — rather than a clear message to students and parents.

· Observe math instruction across grade levels and support and coach teachers to deliver high quality, aligned, and rigorous math instruction.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

-- Francis (Skip) Fennell, Professor of Education, McDaniel College and Past - President of the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators «Your Blueprint for Building Cohesive Lessons is a comprehensive and practical guide for coaches and teachers of mathematics in gradeTeachers of Mathematics and the Association of Mathematics Teacher Educators «Your Blueprint for Building Cohesive Lessons is a comprehensive and practical guide for coaches and teachers of mathematics in gradeteachers of mathematics in grades K - 2.