Sentences with phrase «growth of the learning community»

Of all the lessons for teacher evaluation in the current era, perhaps this one is the most important: that we not adopt an individualistic, competitive approach to ranking and sorting teachers that undermines the growth of learning communities.

Not exact matches

Ridge describes how a focus on the servant leadership principles of values, learning, teaching, growth, and community can lead to enhanced performance by helping people step into the best version of themselves.

Let's learn and connect these communities, engines of growth and innovation.

Over time, the availability of family - related growth groups will make it acceptable to confide in and learn from others in the Christian community.

Don S. Browning, The Moral Context of Pastoral Care (Philadelphia: Westminster Press, 1976); Thomas Downs, The Parish as Learning Community: Modeling for Parish and Adult Growth (New York: Paulist Press, 1979); Thomas H. Groome, Christian Religious Education: Sharing Our Story and Our Vision (New York: Harper & Row, 1980); C. Ellis Nelson, Where Faith Begins (Richmond: John Knox Press, 1967); John H. Westerhoff, Will Our Children Have Faith?

Our educational culture provides learner - centered graduate education that nourishes the growth of individuals» intellectual, emotional, physical and spiritual lives within learning communities, focusing on disciplines that will be central to the unpredictable nature of civilization in the 21st century.

North Vancouver, British Columbia About Blog We are a community of quilters young and old, new and experienced, located in North Vancouver, BC, whose purpose is to promote the growth and appreciation of quilting, bring ideas and learning experiences to its members, and provide a community service.

Components include building strong positive relationships; developing a growth mindset; connecting learning with social action in the community; and infusing arts, enrichment, and technology into the daily lives of students.

Structured community and character development programs like weekly Circle gatherings and advisory meetings called pride groups are deeply ingrained in the schools» culture, and all students and teachers are expected to achieve fluency in the language of social growth and learning.

Professional learning communities (PLCs) or networks (PLNs) are groups of teachers that share and critically interrogate their practices in an ongoing, reflective, collaborative, inclusive, learning - oriented, and growth - promoting way to mutually enhance teacher and student learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006).

In 2008, the book Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns set the education community on fire, with its bold predictions of the coming growth in online learning.

On the other hand, a growth mindset amongst students is likely to encourage them to develop feelings of empowerment - students begin to see how they might take action to positively influence their community and their own learning.

Our attempts to use powerful machines to accelerate or remediate learning are part of a pattern that sacrifices the growth of our children's inner resources and deep connectedness to community for the ability to extend their power outward into the world.

And at the Key Learning Community, in Indianapolis, all high school seniors must document personal and academic growth over the course of four years with digital portfolios that contain everything from writing samples to service - learning pLearning Community, in Indianapolis, all high school seniors must document personal and academic growth over the course of four years with digital portfolios that contain everything from writing samples to service - learning plearning projects.

For the last decade the members of HumanDHS have gradually shaped a mutually supportive learning community designed to foster the growth and development of all involved.

Also, it's important to create a school - wide professional learning community that allows RJ practitioners at the site to continually reflect throughout the school year on what is working, what are areas of growth, and what tweaking is needed.

Whether the community is a large, regionally - united tribe or a small online learning cohort, we know that success, engagement, satisfaction, and growth all depend heavily on the support and sense of identity that comes from a community.

Our work is based on relationships and practices that first and foremost support students» growth and learning while simultaneously improving the health of our communities and our society.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

At Audubon, student growth and self - awareness are promoted through restorative practices, which seek to promote a cohesive and peaceful environment built upon the growth and sustainability of community within our learning environment.

The mission of utilizing volunteers in MPS is to maximize the academic learning and personal growth for all students by having volunteers assist teachers, provide enriching experiences, and contribute to creating safe and welcoming learning communities.

In line with the MET report, I think some kind of triangulation of qualitative and quantitative data that utilizes student feedback (with teacher reflection), teacher and / or Professional Learning Community evidence of student learning and growth (with teacher reflection), and supervisor feedback from classroom observations (with teacher reflection) would help to provide a balanced and multi-dimensional approach for more intentionally and comprehensively understanding teaching and lLearning Community evidence of student learning and growth (with teacher reflection), and supervisor feedback from classroom observations (with teacher reflection) would help to provide a balanced and multi-dimensional approach for more intentionally and comprehensively understanding teaching and llearning and growth (with teacher reflection), and supervisor feedback from classroom observations (with teacher reflection) would help to provide a balanced and multi-dimensional approach for more intentionally and comprehensively understanding teaching and learninglearning.

And a still - newer 2015 CREDO analysis, examining charter schools in 41 urban communities, found them, on average, achieving 40 additional days of learning growth in math and 28 days in reading compared to matched peers in district schools.

A partnership of education, business, and community leaders focused on aligning and integrating the Columbus, Indiana and region's community learning system with economic growth and a high quality of life.

Applying a teacher inquiry model to program planning and assessment needs to become ingrained into practice, for our own growth and for gathering a rich body of evidence for demonstrating the value of the school library learning commons to the broader educational community.

Teaching as learning within a community of practice: Characterizing generative growth.

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.30

This report examines the genesis of the Project L.I.F.T. initiative, the partnership between the district and private and corporate philanthropists, and strategies to achieve improved graduation rates, student performance, and student growth in the Project L.I.F.T. learning community.

«Mr. Sheldon brings with him a wealth of professional experiences that will help us to grow in several different areas in which we know we can improve, including more effective community outreach efforts, continuing to support our Social - Emotional Learning initiatives, and supporting the continued academic growth of all student groups at Southeast.»

In the final installment in a series of webinars exploring issues around how central offices can best support principals as instructional leaders, Dr. Meredith Honig of the University of Washington shares her team's research on what principal supervisors do when they lead principal professional learning communities in ways that support principals» growth as instructional leaders.

book: «Learning is best formula for promoting economic growth and reducing the crippling effects of poverty... Schools can serve as the foundation for highly functioning democratic and sustainable communities and societies.»

Enhanced professional learning — provides teachers a voice in determining their own professional learning needs, with encouragement for continued growth and support, for example in the form of released time, professional learning communities, and productive meetings that support discussion and brainstorming about school and district issues.

As we included in the Smart Cities book: «Learning is best formula for promoting economic growth and reducing the crippling effects of poverty... Schools can serve as the foundation for highly functioning democratic and sustainable communities and societies.»

Effectively engaging parents is an area for focus and growth among many of the community organizations that partner with schools to expand learning opportunities.

Such schools create small learning communities of adults and students in which stable, close, and mutually respectful relationships support all students» intellectual, ethical, and social growth.

Project LIFT's long - term goals are to significantly improve student achievement in the following ways: 1) 90 % of students will achieve proficiency in math and English across the Learning Community; 2) 90 % of students will meet annual growth goals in math and English; and, 3) 90 % of West Charlotte High School (WCHS) students will graduate on time.

Get an introduction to growth mindset, and explore how a growth or fixed mindset at any level of a school will affect the culture of teaching and learning - and what you can do to lead a more positive community.

Countless hours of planning, preparation, reflection and collaboration occur in classrooms and professional learning communities across each state to support student learning and provide professional development opportunities or shared leadership experiences to foster the professional growth of staff; yet so often, the general public fails to understand what our work truly entails.

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 name Beyond Textbooks does not refer to an abandonment of traditional textbooks, but rather refers to a philosophy of teaching and learning that transcends textbooks and state standards to strengthen support for communities of teachers, facilitate teaching and learning, and improve student growth and achievement.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Further, a 2010 study of students» improvements in math found that the level of integration was the only school characteristic (vs. safety and community commitment to math) that significantly affected students» learning growth.

Great Public Schools Now, a nonprofit formed to accelerate the growth of high - quality public schools in LA, held its first in a series of town halls with parents and community members from those Northeast San Fernando Valley neighborhoods to learn what they're looking for in schools.

The DC Youth Workforce Leaders Academy is a learning community designed to support the growth and success of staff from Washington, DC based organizations that provide workforce development services to youth ages 16 - 24.

This balanced approach focuses on both student learning and the growth of the whole child through a positive culture and high - functioning learning community.

Principals and other school leaders play a critical role in supporting the growth and learning of teachers and students, particularly in underserved communities.

Teachers who are using Seesaw are meeting Standard III: Family and Community Engagement: The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organCommunity Engagement: The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organcommunity members, and organizations.

Project Adventure Since 1971 Project Adventure has been supporting development of growth oriented and sustainable communities through active learning.

Gail provides expertise in the areas of school reform / transformation, social - emotional learning, professional learning communities, student growth, formative and summative assessment design, MTSS, Response to Intervention, data decision - making, and change practice.

Just as there are standards for regular day classroom expectations, the Expanded Learning community realized that having those North Star goals about what high quality programming looked like from both a point of service and programmatic perspective were important to communicate how expanded learning programs contribute to children and youth's overall intellectual growth and deveLearning community realized that having those North Star goals about what high quality programming looked like from both a point of service and programmatic perspective were important to communicate how expanded learning programs contribute to children and youth's overall intellectual growth and develearning programs contribute to children and youth's overall intellectual growth and development.