Sentences with phrase «grade team works»

One 4th grade team we worked with improved students» abilities to negotiate ideas in language arts.

Not exact matches

Despite working in an industry with demographics that fall drastically short of matching those of the U.S. workforce, nearly 95 % of those surveyed gave the industry, their companies, and their teams a passing grade.

As part of the ecosystem, we have worked hard to build a service that can support enterprise - grade businesses such as Microsoft by forming top - notch engineering, client operations, business development, legal, and executive teams.

First, he was that obsessed tech guy in Malcolm Gladwell's story, the one who reverse - engineered girls basketball and deduced that his seventh - grade daughter's team could win if they applied full court pressure all game long (it worked).

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Last year, Gill filled her after - work hours as a volunteer coach of the boys «3d - grade park district softball team.

At Online Profile Pros, a friendly and supportive team works hard to ensure clients enjoy a wonderful experience and receive professional - grade photos.

He works with the product development team of a giant corporation's subsidiary, looking for vulnerabilities in military - grade private security devices.

The team actually compared their grading work to the original physical animation cels to make sure the colors were accurate.

A career academy is a small learning community within a larger high school, comprising a team of teachers who work with the same group of students during grades 10 - 12 or 9 - 12.

In a fifth grade classroom, students work in teams on a problem - solving relay race.

Give participants the choice to either work alone or in teams of two to three by grade or subject area.

Our seventh - grade students have the incredible opportunity to work with a team of medical professionals from Thomas Jefferson University Hospital in response to the provocation, «How might we make the hospital experience less scary for kids?»

«When we have our preps,» says Wiedegreen, «they're aligned to each other so that those grade - level teams can meet and work together on anything that we're doing in our units.

Those monies were used to set up a very successful technology mentoring program, in which trained lead teachers worked with individuals and teams of teachers,» Richards Elementary School fourth grade teacher Mary Kreul told Education World.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Drafting a Recording Contract 2/16/2001 [Dance & Music, Business Grades 9 - 12 Submitted by Barry R. Hill] Students learn about recording artist contracts and work in teams to write their own contracts.

While most schools have structures for teachers to work together — such as grade - level teams or subject - area departments — these groups don't always have the impact on student learning that they could.

Each year I hosted an afternoon training [session] with my grade - level team that began with a group meeting and ended with parents rotating through teachers rooms and the school office learning various activities like using the copier, working with small groups, and conducting fluency testing.

Life on Mars 05/01/2000 [Science Grades 3 - 5, 6 - 8 Submitted by VaReane Heese] Students work in teams to investigate and debate the possibility of transforming Mars so that the planet can sustain life again.

Last year, Julia Jacobson, a fourth - grade teacher in the network (and a fellow HGSE alum), studied student teams and wrote a paper on methods of improving group work.

Working quickly as soon as the Civil Rights Act was signed into law, the Coleman research team drew a sample of over 4,000 schools, which yielded data on slightly more than 3,000 schools and some 600,000 students in grades 1, 3, 6, 9, and 12.

A team of eighth - grade teachers compares notes on the trials and rewards of working together on project - based «expeditionary» learning.

During implementation, I had the benefit of working with my grade - level team, who were conducting similar PBL units at the same time.

Parents, too, may question why their students are being graded on team efforts rather than solely on individual work.

During Levinson's interactive PPE session, she presented participants with a case study focused on an eighth grade teaching team, which had to decide whether to promote or retain a 15 - year - old girl who had failed required classes and was reading way below grade level, but who also had worked hard to succeed in the face of numerous personal traumas.

Our grade - level teachers work as a team to plan for instruction, activities, and field trips so that all students in that grade get that experience.

The grade - level person on each committee provides his or her team with committee updates and discusses issues related to committee work.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

That means teachers being able to work together in teams, people who are teaching in the same subject area or at the same grade level, sharing their knowledge, getting out and about to conferences, participating in professional learning to really build in each school a genuine professional learning community.

Moreover, the program gets students out of their comfort zone and helps them develop social skills by having them work in teams that span grade levels.

In the first days of school, my 60 7th and 8th grade students memorized the first stanza of Emily Dickinson's poem «Hope Is the Thing With Feathers» and worked in teams to build a free - standing structure out of string, tape, dry spaghetti, and a marshmallow.

For two hours a day, for thirty - six rigorous weeks a year, BHSFX students at all grade levels work in teams with a unique set of materials and class requirements (read: silicone, latex, and a syllabus that includes the phrases «eye fabrication» and «hair punching») to produce work of professional quality — as professionals.

They participate in daily grade - level team meetings and work with parents and families to build their personal leadership capacity.

Rather than focusing on grades and test scores, students need opportunities to take on big issues, work with diverse teams, and produce innovations that will make their communities proud.

Business leaders interviewed ranked the following skills as most important for junior members of staff to develop: • Time management 45 % • Prioritisation 39 % • Social skills 39 % • Team work 38 % • Communication skills 38 % Natasha Kizzie, Director of Marketing at NCS Trust, says: ³ Doing well at school is of course immensely important for young people ¹ s futures, not just in terms of grades but in learning how to apply themselves to an activity, to prioritise effectively and to commit to seeing tasks through.

Small groups of teachers who typically work together as part of a grade - level, department, or project team appeared to work best for data - analysis meetings.

Students from all grades work in teams to answer questions like those that appear on state tests.

In that role, I lead a team of seven teacher researchers who teach across grade levels and content areas, researching the work that gets done in their classroom, on the field, and in the studio.

He has worked directly with more than 25 schools in Illinois, Maryland, Florida, and Texas, working directly with teachers in their classrooms and grade - level teams on capacity building, differentiated instruction, student learning outcomes, and data analysis.

Several years ago as an instructional coach in a district new to the work of collaborative teams in a professional learning community, I learned we should calibrate our grading of common assessments.

You are assigned to an academic department and grade level team and work under the close guidance of experienced educators, four full days per week (Monday - Thursday).

-- Teachers Discuss the Daily Challenges of Project Learning — A team of eighth - grade teachers compare notes on the trials and rewards of working together on project - based «expeditionary» learning.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

In London School the current principal and her predecessor both worked with a School - Based Management Team, grade - level teams, cross-grade subject teams, special program committees (gifted education, bilingual education, etc.), and specialist roles (counselor, literacy teacher, parent involvement coordinator, etc.).

Teacher leaders need deep knowledge of mathematics and science content to work effectively with leadership teams, whether it is a grade - level team, a school leadership team, a committee, or a task force.

Work intensively with the site or grade - level team to assess these learning strategies and adapt Personalized Learning Time as a result.

He has worked specifically with schools in implementing the following topics: prioritizing standards, common formative assessments, building authentic performance tasks, effective use of scoring guides, data teams, rigorous curriculum design, and effective grading practices.

At my school, I will also work with my grade - level team to field questions, feedback, and concerns about Eureka Math.

The Prichard Committee Student Voice Team is comprised of over 100 self - selected students, fifth grade through college, working to integrate young people as education research, advocacy, and policy partners in efforts to improve Kentucky schools.