Sentences with phrase «implementation at the classroom level»
In addition, both principal support and the quality of teacher implementation at the classroom level were critical factors in determining the success of the program dissemination on child outcomes.
http://www.cebc4cw.org/ Not exact matches
Southern Local received a Partners for BIC grant for almost $ 48,000, to assist the implementation of breakfast - in - the - classroom at every grade level.
In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.
«The track record of top - performing countries, early evidence of positive effects from faithful implementation of high - quality curricula here in the United States, and the persistent evidence that our classrooms are under - challenging our students at every level compel us to put materials that we use to teach at the core of serious education reform.»
His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy - practice relations.
Throughout her 40 - year career in education, she has been a classroom practitioner, at the elementary level, Coordinator of Mentoring and Induction, chaired the New Jersey Professional Teaching Standards Board, and worked at the Department of Education to support teachers and leaders in the implementation phase of new teacher induction, professional learning and educator effectiveness.
... [For a full picture of implementation] you'd have to measure really deeply how things are being taught and changed and what's going on in classrooms in terms of instruction at a deeper level than this report has.»
SEAs fund those proposals that show the most promise for raising student achievement and for successful implementation of reading instruction, particularly at the classroom level.
For example, at Hilltop the teachers took two or three yearlong courses (at the beginner, experienced, or advanced level) on the philosophy of the intervention and the implementation of the strategies within the classroom.
Unlike the NSF / IERI project implementations which are schoolwide, the majority of initial studies worked with classroom teachers at the upper elementary level.
She has consulted with many districts in the implementation of screening and progress monitoring systems, and she enjoys working with teachers and administrators to build their skills in using data to inform classroom instruction and monitor the effectiveness of instructional programs at the school and district level.
Together these factors provide status information on Science IDEAS implementation at the multi-school, school, grade, or classroom teacher levels.
Southern Local received a Partners for BIC grant for almost $ 48,000, to assist the implementation of breakfast - in - the - classroom at every grade level.
• 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
Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an effective and constructive «curriculum writing project»
The Programme has been developed for classroom wide implementation and teaching staff / session facilitators are encouraged to deliver the program at a pace that suits their curriculum and the needs / maturity level of students.
Designed for individuals who provide direct classroom support to teachers, this session introduces Coaching to Fidelity and The Fidelity Tool for Administrators, tools that enable programs to measure teachers» fidelity of implementation and then use that information to help teachers at all levels improve their practice.