Sentences with phrase «growth as an educator»

«Her dedication to engaging students in a hands - on way, her drive to continue her own learning and growth as an educator and her generosity in sharing best practices with her colleagues makes her the perfect example of a great New York state teacher.»

Twitter is an amazing resource for teachers, and it's had an enormous impact on my professional growth as an educator.

I am committed to ongoing reflection and growth as an educator.

And because I've accepted that accountability, my teachers — first - year and experienced — know I'm invested in their growth as an educator and the growth of their scholars.»

«Brooke has most supported my growth as an educator through consistent observations and feedback.

All of these questions inform instruction and the data Naiku provides can be the catalyst for increasing student achievement and accelerating our growth as educators.

I am proud that this school has fostered my growth as an educator, affording me opportunities I would get nowhere else!

From engagement in book studies, to Twitter chats, to receiving video feedback, I've been amazed at the growth of my online professional learning community and consequently, my growth as an educator.

The TLI experience has encouraged and supported my growth as an educator and as a teacher - leader.

The Professional Development Program provides the Foundation's Artist - Teachers with comprehensive training in the field of art education, preparing them to be effective teachers and supporting their long - term growth as educators.

She is selfless and spends countless hours meeting with hercolleagues before and after school to support their growth as educators.

The Professional Development Program provides the Foundation's Artist - Teachers with comprehensive training in the field of art education, preparing them to be effective teachers and supporting their long - term growth as educators.

The Professional Development Program provides the Joan Mitchell Foundation's Artist - Teachers with comprehensive training in the field of art education, preparing them to be effective teachers and supporting their long - term growth as educators.

Not exact matches

But experts see growth potential for stores that act as entertainers, educators, interactive environments — anything but mundane nexuses for commerce.

The educator who tries to dominate or enjoy his pupils «stifles the growth of his blessing,» and it is the same with the doctor and the psychotherapist: «As soon as the helper is touched by the desire, in however subtle a form, to dominate or to enjoy his patient, or to treat the latter's wish to be dominated or enjoyed by him as other than a wrong condition needing to be cured, the danger of falsification arises, beside which all quackery appears peripheral.&raquAs soon as the helper is touched by the desire, in however subtle a form, to dominate or to enjoy his patient, or to treat the latter's wish to be dominated or enjoyed by him as other than a wrong condition needing to be cured, the danger of falsification arises, beside which all quackery appears peripheral.&raquas the helper is touched by the desire, in however subtle a form, to dominate or to enjoy his patient, or to treat the latter's wish to be dominated or enjoyed by him as other than a wrong condition needing to be cured, the danger of falsification arises, beside which all quackery appears peripheral.&raquas other than a wrong condition needing to be cured, the danger of falsification arises, beside which all quackery appears peripheral.»

As an educator, I could not be happier that the students of Room 114 have now become proponents of what scholar Carol Dweck identifies as a growth mindseAs an educator, I could not be happier that the students of Room 114 have now become proponents of what scholar Carol Dweck identifies as a growth mindseas a growth mindset.

As temperatures warm and snow melts, educators search for ways to invite new growth into their classrooms.

Foster a culture of successful innovation by empathizing with fellow educators who are uncomfortable with risk, modeling a growth mindset, and celebrating effort as well as success.

The concept of growth mindset can be as powerful for educators as it is for students.

If we don't, history has already provided a glimpse as to what might happen... disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth - oriented way... There is time to go down the path less traveled and create systems of excellence that will be embraced by our learners and in turn better prepare them for their future.

This growth extended internationally, as educators from outside the United States developed their own centers.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

As stakes become attached to school rankings based on growth measures, systems that disproportionately identify high - poverty schools as «losers» will make positions at these schools even less desirable to prospective educatorAs stakes become attached to school rankings based on growth measures, systems that disproportionately identify high - poverty schools as «losers» will make positions at these schools even less desirable to prospective educatoras «losers» will make positions at these schools even less desirable to prospective educators.

Our Edutopia.org community launched late last year and is showing impressive growth as innovative educators meet and exchange ideas and experiences related to Edutopia content and your own topics of interest.

«As part of the overall Initiative, the Saul Zaentz Academy for Professional Learning will function as a go - to place for policymakers, administrators, and educators to access opportunities for professional growth, grounded in the cutting - edge science of early learning and development, and systems - level improvement.&raquAs part of the overall Initiative, the Saul Zaentz Academy for Professional Learning will function as a go - to place for policymakers, administrators, and educators to access opportunities for professional growth, grounded in the cutting - edge science of early learning and development, and systems - level improvement.&raquas a go - to place for policymakers, administrators, and educators to access opportunities for professional growth, grounded in the cutting - edge science of early learning and development, and systems - level improvement.»

To complete its work, the Task Force, with the support of staff from the Department of Education, reviewed the latest research on educator evaluations, examined systems in use both in - state and across the nation, and studied a range of issues related to the development of high - quality evaluation systems, such as observation protocols, growth measures, and special education considerations.

The growth of credit recovery is occurring at the same time as interest builds among educators and policymakers in a competency - based approach to standards.

By contrast, IMPACT relies on observational scores both from principals and from «master educators» — highly rated former teachers who work full - time for the district — as well as on student test - score growth, which increasingly is being used to evaluate teachers nationwide.

Looking through the lens of an independent school educator - leader, I know that although each independent school has its own purposefully crafted mission statement, frequently the statements share a lexicon that include words and phrases such as: character, academic, empower, passions, potential, lifelong commitment, individual growth, social responsibility, ethical, effective citizenship, inclusive, respect, service, inspire, courage, and leaders.

Can the growth mindset be taught the same way across the range of ages or are there different approaches educators should take with different age groups, e.g. do you teach growth mindset the same way to an adolescent as you would to a child or to an adult?

As educators, we need to find ways to get these students learning and improving again, so that they can experience the growth of their abilities.

As interest in China's economic potential grows in the United States, educators should take note of the significant educational growth made in recent years in the world's most populous nation, according to a report by the Asia Society.

«This book combines the voices of seasoned connected educators with great suggestions for growth for those new to building connected classrooms as well as those educators who have been connected for years.

In particular, Moore, who was the only teacher to testify before the Senate panel today, stressed the importance of investing in the «continuum that includes teacher induction, professional growth and teacher leadership» as a way to better prepare and retain high - quality educators.

If you are an acting principal, aspiring one, or educator looking for professional growth, be sure to follow along with the podcasts, as well as other great resources which can be found at mymassp.com and on social media by following @massp.

Developing a growth mindset can happen at any grade level, as Dweck's research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

This initial study indicates that there may be promise for Twitter chats as a medium when used as a professional development tool for preservice teacher educators and for those interested in professional growth throughout teachers» careers.

June 13, 2012 (Los Angeles)-- A day after a judge ruled the Los Angeles Unified School District must start incorporating student growth data into annual teacher evaluations, a group of Los Angeles classroom educators are proposing a unique framework for teacher evaluation that would include a mix of State and new, locally developed assessments as part of a multi-measured evaluation system.

Professional Development & Growth — PICCS schools target professional development to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughout the year.

Effective January 1, 2018, allowing Initial and Professional Educators to use professional growth goals and work in Educator Effectiveness as another option to renew or advance their license.

Here's five social innovation links we are clicking on today: Educators 4 Excellence: Creative Core: How the Common Core supports the arts and where growth is needed «As Governor Cuomo's educational plans are hotly debated by teachers across New York, in many ways the heart of the conversation is the role of the Common Core standards in our educational future.

As senior research scientist at ATI, she oversees all aspects of psychometric analyses of Galileo assessments, including the application of Item Response Theory, test equating procedures, and inferential statistics in order to evaluate student ability, monitor student growth, identify students at risk, and evaluate educator effectiveness.

The Galileo Instructional Effectiveness Dashboard provides the tools for administrators to manage the implementation of rating scales as well as a place for educators to access proficiency rating results, current student growth and achievement results, and compiled evaluation data.

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

When we, as educators, change the way we provide feedback to look at where students currently are, what they understand, and what they need to do next, we have a much clearer picture of the strengths and areas for growth of each student.

As you've probably seen, Insight has been working closely with SmartBrief Education to share the latest data on the use of classroom video for educator growth.

The values, commitments, and professional ethics that influence behaviors towards students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth.

As part of the support around professional practice, CEC offers intense training in observation, evidence collection, and learning conversations that lead to educator growth.