Sentences with phrase «improve the teaching and learning process»

«In most school districts, you have constant dialogue between labor and management on how to improve the teaching and learning process, and those kinds of conversations happen all through the year,» Korn said.

And how do we ensure teachers and parents get test data in quick turnaround so it can be used to improve the teaching and learning process?

The focus is on improving the teaching and learning process for students.

Itslearning is a cloud - based LMS (Learning Management System) with 99 % uptime for enhancing student performance by improving teaching and learning processes.

Assessments can empower teachers and improve the teaching and learning process.

«By rightsizing the Smarter Balanced Assessment to Connecticut's needs, we are not only saving time and money, but we are improving the teaching and learning process.

Dr. Grissom is a Microsoft Innovative Education Expert (MIEE) and focuses on the strategic implementation of technologies to improve the teaching and learning process.

Supervisory responsibilities included collaborating with 38 teachers to monitor and improve the teaching and learning process.

Not exact matches

I'm constantly studying how to improve teaching - learning processes in organizations, applying new methodologies and educational strategies.

Using automated tools to support outcome - based education, teaching, and assessments will improve learning outcomes and accelerate continuous quality improvement processes.

Its goal is to bridge the gap between information and action, providing a clear process for using data to improve teaching and learning.

But how to use this data to improve teaching and learning — how to make it less overwhelming, more useful, and part of an effective collaborative process — can be challenging.

I think the process has helped me look at my teaching practice in a different light; I analyze lessons more carefully now, and am continually asking myself how each lesson will improve student learning.

When asked to reflect upon these conversations ~ held at 16 different schools ~ educators responded by affirming the value of the process ~ Cathy explains: They want to meet with each other at a time and in a place devoted to professional learning ~ and they want to learn from and inspire each other in ways that result in improved teaching and learning across all participating schools.

NBPTS president Joseph A. Aguerrebere Jr. explains how that certification process can improve both teaching and learning.

UKEd.Academy Courses are created through a rigorous process and uniquely to help improve teaching and learning.

In her graduate - level course on the Data Wise process (which helps educators harness and use data to improve teaching and learning), Kathryn Parker Boudett carefully and intentionally structures the way students learn to collaborate with one another.

Through formal and informal procedures, formative assessments can provide teachers with information during the learning process in order to modify teaching and learning activities to improve student attainment.

NSBA believes IDEA can be modernized according to the following principals: foster collaboration and trusting relationships between families and schools; reduce complex compliance - driven processes and redirect efforts within IDEA procedures to improving teaching and learning; and provide full funding of the federal share of IDEA investments.

The Regie Routman Teacher Recognition Award honors an outstanding K - 6 teacher dedicated to improving through reflective writing about his / her teaching and learning process.

Can educators at all levels of a system learn how to use feedback with each other to improve teaching practice, and, in the process, create healthy cultures of learning and critical inquiry?

Robert Marzano on Supporting Instruction Renowned education researcher and author Robert Marzano shares his thoughts on how principals can best support classroom instruction and discusses the phases in a process for systematically improving teaching and learning schoolwide.

Part of the LANALP requirements is the implementation of a research - based field project at the school site that is geared toward improving student achievement and the teaching and learning process.

We believe that a variety of specific problems are keeping school - based decision making from improving teaching and learning, and that taking some specific steps can refine the process and overcome these difficulties.

As instructional leader, «the principal's role is to lead the school's teachers in a process of learning to improve teaching, while learning alongside them about what works and what doesn't.»

Assessment is a fundamental part of the teaching and learning process, but more time needs to be focused on what a well - balanced assessment system is and can do to help teachers improve student learning.

Here is a book that will describe the connection of the Common Core Standards to higher education teaching and learning and offer a process through which higher education faculty can use these standards (or their own state standards) to improve instruction and learning at their institution.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

New curricula could still be introduced, teachers would still be evaluated, students would still be assessed — but the pressure and stress of high stakes consequences would allow this process to stay focused where it should be: on improving teaching and learning.

In Tennessee, for example, teachers are increasingly seeing the evaluation process as a tool for improving teaching and learning with more than half of teachers who responded to a recent survey reporting that teacher evaluation will improve teaching in their schools.

While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»

Describes the School Administration Manager process or «SAM process,» an approach that about 700 schools around the nation are using to direct more of principals» time and effort to improve teaching and learning in classrooms.

Basically, formative assessment is a process by which teachers use assessment results to improve teaching and to help guide student learning.

Teachers, teaching artists and administrators take time to develop methods of collective inquiry; the kinds of conversations and processes that create collective responsibility for assessing and improving instructional practice and learning opportunities.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

These especially related to the development and implementation of new teaching, learning and assessment methods aimed at improving the quality of student learning processes, and to teachers» and educators» professional development with regard to the corresponding teacher roles.

As a new principal in an urban school on the north side of Pittsburgh, I look to this process as a tool to improve teaching and learning together, collaboratively.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

«Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students» achievement of intended instructional outcomes.»

Enhancing this process with technology can provide a clear picture of reality in your school system and accelerate your goal of improving teaching and learning in your school district.

For one hundred years, Bank Street's focus has been improving the education of children and their teachers by applying to the education process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world.

Importantly, studies also show that strategies such as formative assessment (formal and informal assessments conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment) and metacognitive (awareness and understanding of one's own thought processes) approaches — techniques typically employed in personalized learning classrooms — improve student learning.

Throughout the process of becoming a National Board Certified Teacher, I've had to assess my own teaching practices, plan to improve my instruction and act on those plans, view my own teaching, and reflect on my teacher actions and student learning.

the internal and external forces that impact the teaching and learning process in their districts / schools, the specific barriers to effective teaching and learning, and the school leadership practices that have the potential to overcome these barriers and improve academic achievement for all students

Focus on Formative Assessment, jointly sponsored by CEELO and the Early Childhood Technical Assistance (ECTA) Center, presents critical information for states as they engage in activities to improve the quality of teaching and learning through supporting formative assessment processes.

3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Using teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents / cares in the educative process

Breakthrough Principals leads readers through these processes step by step, drawing on case studies to illuminate how real principals have approached common problems, and providing practical guidance and tools that principals and teams can use to build a shared vision while increasing the quality of teaching and learning; improving school culture; attracting and supporting high - performing teachers; and involving parents and community to help students achieve.

This process works in concert with the teacher growth and appraisal process and the leadership of the principal in providing ideas, techniques, and strategies for teachers to learn and implement needed improved teaching strategies.

Governments must decide how the commissioning process will be managed to ensure that organizations selected to run public schools have strong managerial capacity, the right leadership, and sound teaching and learning strategies that will ultimately result in improved educational quality.

Laura Flaxman analyzes student achievement during the conversion process while Jay Feldman and Lisette López look at the ways in which conversion schools find professional development opportunites that lead to improved teaching and learning.