Sentences with phrase «impact instructional practices»

Describe two initiatives that you believe would impact instructional practices in improving student performance?

This model is designed to help teachers incorporate the highest - impact instructional practices: classroom discussion, debate, and repeated reading of text to ensure the greatest literacy achievement in a single school year.

In a survey of district teachers this year, 64 percent said results did not come in time to impact instructional practices.

Corwin, a SAGE company, is an independent, family owned organization that partners with authors and consultants to design, develop, and deliver practical, research - based professional learning solutions that build capacity and positively impact instructional practice.

With a tool that helps record and reflect on student responses, reactions, and abilities, teachers can better understand the impact their instructional practice has on what students are able to say, do, and produce.

Not exact matches

I believe strongly in restorative practices, student voice, and the importance of understanding how instructional practices impact actual learning.

Darling - Hammond and co, in Professional Learning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicator.»

Therefore, ILTs provide a place for discussion but ultimately leave team members unable to truly capitalize and make decisions that would positively impact teacher instructional practice.

What is truly alarming are the racially disparate impacts on instructional loss caused by discriminatory discipline policies and practices.

Training: The report emphasizes «the use of data in decision making can not have a positive impact on instruction without a linkage to effective instructional practices.»

Research shows that instructional coaching can have a positive impact on all teachers» practice and can improve student outcomes.

Toward that end, an Early Literacy Task Force (ELTF) in Michigan identified 10 research - informed classroom literacy instructional practices for Pre-K and 10 such practices for K - 3 that can have a meaningful impact on student literacy.

Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices.

Research of instructional coaching, defined as individuals specifically tasked to support educator incorporation of research - based practices (Knight, 2007), has also shown to positively impact educator work and limited evidence of improved student outcomes (Elish - Piper & L'Allier, 2011; Sailors & Shanklin, 2010).

The impact of professional dvelopment and coaching on early language and literacy instructional practices.

Our work has demonstrated impact on student achievement and love of learning; teacher instructional practices; and parental confidence.

In addition to examining the intersection of race and educational policy, Diamond also has written about «distributed leadership» — a way of understanding how multiple actors are involved in leadership and how leaders have an impact on instructional practice.

Participants will learn how to create an accelerated timeline and develop learning environments that successfully impact student outcomes, drive a fundamental shift in school culture and instructional practice that results in early gains and ongoing high performance.

Three studies reported that teacher leaders had influenced teachers» instructional practices, but did not specify the particular practices that had been impacted (Feldman & Tung, 2002; Race et al., 2002; Ryan, 1999).

Regardless of the practices used or the focus of teacher leaders» work with teachers, these efforts are intended to impact the extent and quality of teachers» use of instructional materials in implementing the intended math or science curricula.

Instructional leaders are often so focused on supporting the development of teacher practice that they forget to check if their work has an impact on students.

Gigante and Firestone (2007) found that teacher leaders» use of demonstration lessons and other instructional support practices was impacted by the amount of time they had available.

As we strive for implementation fidelity of effective instructional practices, the training and coaching process hinges on professional development providers Knowing thy Impact.

Empirical evidence shows that teacher leaders» practice impacts teachers» instructional practice and, in some studies, provides evidence of positive impact on student outcomes.

His books, lectures, keynote speeches, and customizable PD presentations have impacted teaching practices, instructional coaching, and staff development in schools in the United States, Canada, Italy, Portugal, Switzerland, Turkey, and more.

Their receptivity to standard forms of instructional practice, however, was conditional upon the quality of district support for implementation (staff development, materials, supervision), perceived fit with state / district curriculum requirements, evidence of student impact, and opportunities for teacher discretion within the boundaries established by the district.

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

In this fourth webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to use a cycle of inquiry as a means of strengthening instruction and leadership through collecting and analyzing data, developing areas of focus, learning and implementing new strategies to improve practice, and analyzing the impact of the new practices.

These studies provided support for the claim that teacher leaders positively impact the implementation of instructional materials through a variety of practices.

One study examined which teacher leader practices had the greatest impact on teachers» implementation of instructional materials.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Leading development as part of instructional planning and practice allows advanced teachers to improve others» work and their own, expanding their impact on students and peer teachers, without leaving the classroom.

A group of studies (Fortner & Boyd, 1995; Gillis et al., 1991; Glazer et al., 2009, Manno & Firestone, 2006; Moore, 1992; Roehig et al., 2008, Russell, 1990; Slater et al., 1998) reported on teacher leader practices to support teachers» implementation of instructional materials, but did not examine the impact of these practices.

Weaver and Dick (2009), Khourey - Bowers et al. (2005) and McGee III (2006) examined the impact of a school reform initiative, which included unspecified teacher leader practices in addition to other forms of support to teachers, on teachers» implementation of instructional materials.

As a result, teachers who participate on teams may feel frustrated by the team's limited impact on either instructional practice or student learning.

This singular focus on the impact of induction programs on teacher retention has limited exploration of the potential of teacher induction programs to improve beginning teachers» instructional practices and student learning (Feiman - Nemser & Parker, 1990).

The Thoughtful Classroom Portfolio Series makes the important work of implementing and sustaining high - impact, research - based instructional practices in your classrooms easier than ever.

We recommend that future research explore the impact of oTPD on teachers» classroom environments and instructional practices as well as their students» mathematics learning.

This information packed guide provides an important look at reading, writing, talking, and word study, while succinctly describing research - based instructional practices for high - impact literacy teaching.

What is the impact of rubric - based coaching on teacher instructional practice and student achievement outcomes?

«I have seen the ways in which models of design, efforts of reform, and pedagogical approaches to instructional and behavioral management practice have an immense impact on the successes and failures of the students they serve.

She served as President of StandardsWork from 2003 - 2009 and has recently returned to its helm as part of an organizational commitment to advancing the vital role of strong curriculum, the importance of deep content knowledge in students, and the impact that evidence - based instructional practices can provide teachers.

As this study examined instructional practice and the degree to which the use of an IWB had an impact on the teachers» instruction, a systematic approach to observation that captured patterns in observed behavior was warranted.

Their conversation opened up discussion on the impact this form can have on instructional practice, especially as it related to teacher capacity and willingness to incorporate greater student voice and choice in the classroom assessments.

The observation - based evaluations in Cincinnati, for example, have led to improvements in teacher effectiveness, [17] as has the IMPACT evaluation system in Washington, D.C. [18] Both of these programs provide feedback to teachers on their instructional practices.

Since the factors previously identified as influencing teacher instructional use of technology likely impacted the teachers in this case study, the TPACK framework is a logical construct with which to examine their instructional practice.

The goal of Principal Shadowing Day was to allow decision - makers to experience how policy impacts practice by illuminating the realities of principals» jobs, such as leading instructional shifts and implementing new curricula aligned to the Common Core State Standards (CCSS).

While we saw some good examples of districts and CMOs putting a stake in the ground over a smaller number of high - impact instructional leadership practices, we were surprised that many districts self - assessed that they were busy working to evaluate and support principals without a clear and shared vision of what they meant by instructional leadership.

Just like with our 5D instructional framework, we don't contend that the 4D leadership framework is the only useful model of high - impact leadership practices.

With over 100 members, our statewide Alumni network helps support our members in continually improving their instructional practices and impact in their schools and districts.