Sentences with phrase «implementation on student learning»

Support school districts in designing and using formative indicators and protocols / procedures for measuring district - wide implementation of focused improvement strategies and the effect of such implementation on student learning?

Not exact matches

Amid a statewide furor over the flawed implementation of the Common Core Learning Standards, the State Assembly on Feb. 28 introduced a bill that would impose a two - year moratorium on attaching high - stakes consequences to the New York state tests for teachers and students.

Here's the fastest and easiest It's tough to describe most implementations of personalized learning — especially to students and parents — in a way that conveys how it works on a

It's tough to describe most implementations of personalized learning — especially to students and parents — in a way that conveys how it works on a

In «Supporting Student Success through Time and Technology,» the National Center on Time and Learning offers six in depth case studies of school systems implementing blended learning and an accompanying implementation guide based on those schools» expeLearning offers six in depth case studies of school systems implementing blended learning and an accompanying implementation guide based on those schools» expelearning and an accompanying implementation guide based on those schools» experiences.

This leader's team would need to include additional organizers who could focus on implementation issues in targeted schools or student populations, and each of these people would need to be accountable for learning success among their assigned students.

Successful Implementations Looking at a school which is already using their learning platform, Chris Silverton, VLE co-ordinator at Ninestiles School, Birmingham summaries his view on how to achieve a successful implementation: «In today's multi-media environment it is vital to enrich each student's visual experience to stimulate their learning.

A winner of an ALTC award for outstanding contribution to student learning in 2008, and recipient of the ATEA Early Career Researcher Award in the same year, her research and teaching interests focus on access and equity, language and literacy and educational policy implementation.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studeStudents and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Here, he discusses staff professional development to support it's implementation and the program's impact on student learning outcomes.

Andrew Nicholls discusses how staff professional development supported the implementation of a literacy program at his school, as well as the program's impact on student learning outcomes.

On the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her owOn the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her owon his / her own.

It is evaluating whether the implementation of Project - Based Learning at a Key Stage 3 Pupil Referral Unit school has had any effect on student's behaviour and lLearning at a Key Stage 3 Pupil Referral Unit school has had any effect on student's behaviour and learninglearning.

It's important that we start small with implementation, and that we continually reflect on the learning and push ourselves to try new things for the sake of our students, their engagement, and their achievement.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

This Focus On addresses what separates Project - Based Learning from traditional projects, its effects on student motivation, and advice and guidelines for effective Project - Based Learning implementatioOn addresses what separates Project - Based Learning from traditional projects, its effects on student motivation, and advice and guidelines for effective Project - Based Learning implementatioon student motivation, and advice and guidelines for effective Project - Based Learning implementation.

Results of the analysis on the pretest - posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn, and suggest that the implementation of DimensionM can greatly benefit middle school students learning algebra.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Implementation of a Learning Assistant Program Improves Student Performance on Higher - Order Assessments

This year, I was given a class of LTELs (long - term English Language Learners) and recently exited SPED students with the goal of focusing my lesson implementation on engagement and more social - emotional learning.

The session shows how seemingly small decisions related to fidelity of implementation can have a powerful impact on student outcomes and provides recommendations for how to implement RTI to achieve improved student learning outcomes.

This approach stands in stark contrast to many education technology implementations that ignore the need to think through what will the learning model look like first — as in, what will students and teachers do and how will they use their time on a daily basis — which then determines the technology needs.

More complex and coordinated patterns of distributed leadership appear when school improvement initiatives focus directly on student learning goals, as distinct from the implementation of specific programs.

Opinion that the program had strong leadership which helped its successful implementation; Focus on meeting social, emotional, physical, and intellectual needs through the program; Details of the program, including its grouping of students from various age groups and use of hands - on experiences; Discussion of the impact the program had in various areas, such as students» self - esteem and attitudes about school and learning.

This post originally appeared on Abeo School Change's blog, an education design and implementation group that partners with schools and systems to make powerful learning a reality for every student.

Could you elaborate on some of the external and internal barriers that hamper the successful implementation of integrating technology into the curricula, which negate the enrichment of student learning activities?

Details on how to assess, plan, m and support the implementation of family engagement action plans that ensure educators can effectively partner with all families to improve student learning will be included.

Sometimes we get so focused on implementation that we forget to see if the result is helping our students learn.

But in RTTC, I get to invite teachers to be part of the learning and growth process by using qualitative and quantitative data from classroom observations to get the teacher to reflect on the implementation of their deliverables and how they impact student engagement and classroom culture.

With so much discussion about defining high quality professional development, we talk about strategies for engaging adult learners, giving educators usable take - away strategies, and coaching implementation in real - world instructional settings — all while maintaining a focus on improving student learning.

Have the potential to make a strong impact on student learning through the implementation of a creative and bold plan of action.

The committee's position on standards development and implementation asserts that ASCD supports high standards for student learning and achievement that are the result of a development process that is state - led, transparent, and implemented under specific guiding principles.

Improving student access to advising and mentoring through investment and guidance on the implementation of the High School and Beyond Plan, student learning plan, and transition planning for special education students.

For the greatest impact on student learning, providing teachers with on - site support for the implementation of Developmental Designs practices.

Working collaboratively, the group spends time studying the topic, planning a research lesson, collecting observational data during implementation of a research lesson, and discussing what they learned through the research lesson with a focus on the effect of the instructional approach on students.

Learn tools to improve communication, bust through roadblocks of implementation, and empower students and staff to join you on your journey.

With our unique blend of student and educator data, school system leaders can see the effect of professional learning on student achievement, educator impact on student learning, and trends in professional development implementation that affect student growth.

National Center on Intensive Intervention The mission of this center is to build district and school capacity to support implementation of data - based individualization in reading, mathematics, and behavior for students with persistent learning and / or behavioral needs.

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

Improving the educational outcomes of students receiving special education services, as for any other student group, requires a sustained focus on teaching and learning, aligned actions across the district, and continuous monitoring of the degree of implementation of such actions to assess the impact on student learning.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

Brown (1992) suggested that effective student projects focused on enhancing student learning involved carrying out design work, researching its implementation, reproducing the results into future design iterations, and reexamining how these innovations impact the learning process.

A recent report from the National Commission on Service Learning and Fiske (2002) re-affirms that a good service learning project has strong ties to academic content, meets a real community need, and involves students in the project's design, implementation, and evaLearning and Fiske (2002) re-affirms that a good service learning project has strong ties to academic content, meets a real community need, and involves students in the project's design, implementation, and evalearning project has strong ties to academic content, meets a real community need, and involves students in the project's design, implementation, and evaluation.

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

May 26, 2016 (Los Angeles)-- Today, Educators 4 Excellence - Los Angeles, a teacher - led organization that seeks to elevate the voices of teachers in policy discussions, released its One School For All report to provide recommendations on ways to improve Common Core implementation to better meet the diverse learning needs of English Learners and students with disabilities.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Collaboration, when fully developed and functioning, becomes the occasion on which teachers come together in groups to identify weaknesses in their students» learning, produce targeted lesson plans and resources to tackle the problem and give feedback to each other on their implementation.

Provide tools, products, and / or services that support districts in monitoring the degree of implementation and its effects on student learning?

He created Project S.A.M.E. a US - Soviet Youth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have learned.