Sentences with phrase «impact teacher instructional practice»

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.

Not exact matches

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.»

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

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

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.

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

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.

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).

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

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

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.

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

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.

Designed in partnership with more than 75 schools, Strategic Teacher PLC Guides make the important work of bringing high - impact, research - based instructional practices into every classroom easier than ever before.

Despite growing momentum to reform teacher evaluation in order to increase its impact on teachers» practice and persistence in the profession, very little research examines how current reforms influence teachers» attitudes or reported instructional practices.

We have demonstrated impact on student achievement and love of learning; teacher instructional practices; and parental confidence.

We have demonstrated impact on students» achievement and love of learning, teacher instructional practices, and parental confidence.

By using technology to build important bonds between students, teachers, and families, PowerMyLearning has demonstrated impact on student academic achievement and love of learning; teacher instructional practices; and parental confidence.

Research shows that sustained professional development focused on teachers» knowledge, instructional practice and how students learn specific content has the potential to impact teaching and student learning (Darling - Hammond and Richardson, 2009).

Impact estimates showed positive effects of the Teacher Potential Project (TPP) on teachers» Common Core State Standards (CCSS)- aligned instructional practices as well as on students» critical thinking skills and engagement with texts.

Allen Oddon commented that «All new efforts to produce teacher effectiveness indicators, of which I am aware, include both measures of a teacher's instructional practice and direct evidence of the teacher impact on student achievement.»

All new efforts to produce teacher effectiveness indicators, of which I am aware, include both measures of a teacher's instructional practice and direct evidence of the teacher impact on student achievement.

While survey and interview data revealed teachers» acquisition of knowledge and change of perceptions, the findings from instructional planning and classroom observations provide statistical evidence of the impact of the project on teachers» professional practice.

To achieve any impact these standards necessitate a foundational knowledge base, research - backed instructional and digital learning strategies, and assessment tools that can inform teacher practice.

«TORSH Talent makes a significant impact with the Stanford Hollyhock Fellowship Program because participating teacher fellows have significantly improved their classroom practice by having the opportunity to share and tag videos with each other and their instructional coaches.

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.

Showing, Not Telling: Using Video Records of Practice to Support Preservice English Teachers» Enactments This session addressed results from a qualitative study of one higher - impact English teacher working in a minority urban public school and how to help candidates develop similar instructional practices.

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

The Instructional Coaching Service plans, launches, and implements a coherent coaching program to provide effective coaching support to teachers that is designed to improve practice and produce positive impacts on student achievement.

AIR collaborates with its clients to plan, launch, and implement a coherent instructional coaching program designed to provide effective coaching support to teachers to improve practice and lead to positive impact on student achievement.

Teacher residencies make a significant impact on teachers» ability and confidence to meet high instructional standards, and prepare new teachers to demonstrate these practices in their daily teaching.

In other words, when teacher teams realize the powerful connection between their instructional and assessment practices and the outcome of their students» learning based on assessment evidence — that new growth, their sense of effectiveness, and the ultimate impact on student learning is significantly increased.

Rand Education, however, recently waded into years of research to identify and analyze the key issues and answer two fundamental questions: How has testing influenced instructional practice, and what conditions and policies have will make the impact of new assessments aligned with the Common Core State Standards more positive for teachers and students?