Sentences with phrase «identifying effective instruction»

Your observers likely fall into three tracks: rock stars who have a firm understanding of instructional practice and the alignment to the framework, those who are doing satisfactory work but have areas where they could improve, and those who require extra support in really identifying effective instruction.

This includes having administrators offer more targeted professional development on identifying effective instruction and having them coach teachers on how to develop skills in line with this vision.

Not exact matches

Examining research in STEM education over the past two decades, the report states that effective STEM instruction capitalizes on students» early interests and experiences, identifies and builds on what they know, and provides them with experiences to engage in the practices of science and sustain their interest.

HISD partnered with Harvard University's Education Innovation Laboratory to identify successful strategies, such as getting effective principals and educators into each school, providing more instructional time, and using data to drive instruction.

• A shared understanding of effective practice Before they are able to articulate a problem of practice, teachers must come to an understanding of what effective instruction for the identified learning problem would look like.

• 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.

In this view, school districts should support standards - based reform by identifying effective methods of instruction and ensuring that all schools are delivering the material covered by the standards using the techniques approved by the district.

As Secretary of Education, Carol Midgett would «conduct a working conditions survey to identify the requirements of effective instruction (including instructional leadership, administrative support, the services, and professional development), the obstacles to effective instruction, and the resources needed to overcome those obstacles.

With colleagues from the Center for Research on Education, Diversity, & Excellence, a federal research center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural mainstream.

The report identified five interlocking elements essential to effective reading instruction.

On the flip side, dyslexic children who are identified early are more able to access effective instruction, learning support and other tools to help them with their learning difference.

Oral reading is an important element to effective literacy instruction, but it should be used to identify evidence in the text, to share a favorite passage or sentence, or to locate a particular fact or event.

What are effective ways to modify instruction for English language learners (ELLs) with identified disabilities and to build upon student strengths?

The Michigan bill is particularly puzzling because it actually mandates many of the alternative interventions identified as effective by practitioners and / or researchers, including regular diagnostic assessment of children in grades K - 3, «evidence - based» small group or 1 - on - 1 supplemental instruction for students in K - 3 failing to meet benchmarks, and intensive teacher professional development.

(ii) Increase the number and percentage of effective teachers (as defined in this notice) teaching hard - to - staff subjects and specialty areas including mathematics, science, and special education; teaching in language instruction educational programs (as defined under Title III of the ESEA); and teaching in other areas as identified by the State or LEA.

This work is a first step in identifying the ways to enable and facilitate effective use of technologies to improve learning and instruction in American schools.

Across teachers in our sample, 41 % were identified as demonstrating many of these elements (most accomplished), 32 % demonstrated some of these elements (moderately accomplished), and 27 % demonstrated few of the elements of culturally responsive teaching and effective instruction (least accomplished).

Getting to a place where teacher leaders — and «regular» teachers — agreed to have their instruction observed, to debrief, and to focus on identified areas for discussion and improvement is central to building and sustaining a shared vision of effective instruction and for fostering a culture of continuous improvement.

High schools are seeking to build systems that ensure success for every student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are needed most; and turning around struggling schools» (p. 1).

The Strategic Instruction Model (SIM) promotes the effective teaching and learning of critical content by helping teachers identify and use proven learning and planning tools, as well as providing students with a set of skills that will help them learn critical content, or «learn how to learn».

The study analyzes student outcomes associated with specific aspects of curriculum and instruction and identified policy conditions - especially regarding standards - based reform - under which effective classroom practices were likely to flourish.

Responsibilities such as collaborating with the school administrators and classroom teachers to identify Title I students, planning and delivering effective instruction in a small group setting, administering pre and post assessments, and consistent tracking of student progress and data are essential to the position.

But for a formative assessment system to be effective, teachers must continually check students» learning and be willing to modify instruction to meet the student needs identified by the data.

Some serious reflection of these important questions led us to identify three major shifts: strong leadership, healthy systems and structures, and effective instruction.

As authors Robert J. Marzano and Mark W. Haystead explain, two major reasons account for this situation: state and national standards documents typically identify far more content than teachers can actually teach during a school year, and the standards are not written in a manner that supports effective instruction and assessment.

With an overall focus on Tier 1 instruction, staff outline problems of practice and identify steps for effective solutions.

The National Reading Panel Report (2000) summarized decades of research about reading instruction and identified five core skill areas that all effective reading instruction must include: phonemic awareness, alphabetic principle (phonics), fluency, vocabulary, and comprehension.

http://www.wrightslaw.com/info/test.myths.reality.htm Big Ideas in Beginning Reading Types of Reading Assessments An effective, comprehensive reading program includes reading assessments for four purposes: • Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.

We also identify additional issues to consider as the field moves toward a more comprehensive approach to the preparation of social studies educators in regard to the effective integration of technology into instruction.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

Use of video as a tool for instruction may be more effective when instances of high - quality teaching are identified and presented as models.

This training module reviews the effective practices identified in the IES Practice Guide Effective Literacy and English Language Instruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to intervention feffective practices identified in the IES Practice Guide Effective Literacy and English Language Instruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to intervention fEffective Literacy and English Language Instruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to interventionInstruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to interventioninstruction for English language learners within a response to intervention framework.

In addition to being a means for identifying effective or ineffective teachers and principals, the new evaluation system will be a critical tool for helping teachers differentiate instruction to ensure all student groups are making strong achievement gains.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

This fact sheet provides information on identifying 2e students, providing them with effective instruction, and raising questions for future research.

Building upon identified effective learning strategies, direct instruction procedures, and principles of effective instructional design, the case is presented for the use of hypermedia in helping students with learning disabilities to improve their mathematics problem - solving abilities.

When working specifically with special education teachers, our professional learning services focus on effective instruction for students who have been identified with dyslexia.

Identifying the gaps in supporting student learning and their transitions Strategizing to target gaps in order to narrow them Mapping the curriculum continuum of expectations grades 6 to 9, to provide depth of knowledge and understanding which leads to more effective mathematics instruction and assessment Focusing on instructional continuity and continuity of supports supports for student needs.

The challenge is for coaches and teachers to make time for these reflective conversations, which can help them move beyond mere «eye tests» to identify effective teacher practice and focus on the intent of instruction — student learning — and become better educators and listeners for their students.

The Marzano Protocol, powered by iObservation, identifies the 41 key strategies revealed by research for effective teaching presented in a robust, easy - to - understand model of instruction based on the Art and Science of Teaching.

Understand and identify the look - fors that provide evidence of effective literacy instruction, and bring all students to grade level or well above.

Those who take on these new supervisor roles must now be equipped to identify, assess and advance effective instruction.

Assessment is the first step in identifying these students early to make sure they receive the effective instruction they need to succeed.

In 2000, the National Reading Panel identified five key components of effective reading instruction.

-- To close the data gap — which now handcuffs districts from tracking growth in student learning and improving classroom instruction — states will need to monitor advances in student achievement and identify effective instructional practices.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

This helps to identify students who are responding well to core instruction (on track), as well as those who may require supplemental (some risk) or intensive (high risk) intervention and instructional support as an integral component to an effective MTSS program.

The Report acknowledges that the case - dialogue method is very effective in teaching legal reasoning, but it identifies two missing components, which are therefore part of the «shadow structure» of first - year instruction.

William adopts a commercial approach to all instructions, focused on identifying and achieving the goals of the client in a cost - effective and time - efficient manner.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software