Sentences with phrase «improving educator practice»

Partnering directly with educators to support better teaching and learning approaches builds the research base for improving educator practice and makes a direct impact on student achievement.

At its core, professional learning is the key component to improving educator practice and providing new perspectives on an ever - changing profession.

The Standards outline the conditions for and characteristics of professional learning that leads to improved educator practices and increased student outcomes.

Not exact matches

The Journal of Perinatal Education (JPE) publishes peer - reviewed articles and evidence - based, practical features to inform childbirth educators and other health - care professionals on research and resources that will improve their practice and their efforts to support natural, safe, and healthy birth.

Through evidence - based articles, the JPE advances the knowledge of aspiring and seasoned educators in any setting - independent or private practice, community, hospital, nursing or midwifery school - and informs educators and other health care professionals on research that will improve their practice and their efforts to support natural, safe, and healthy birth.

Welcome to the NASA Science Mission Directorate STEM Activation Community's public web site, providing content and strategies for formal and informal educators and the public to enable learning, build science literacy, and support national and local goals to improve science, technology, engineering, art, and mathematics literacy and practice.

However, I encourage you all to not only create your own in order to practice and improve your abilities as educators, but also to avoid adopting a rubric instantly.

Educators receive STIR support for two years and are encouraged to attend network meetings for a further three years to improve other aspects of their practice.

You'll find practical classroom strategies and tips from real educators, as well as lesson ideas, personal stories, and innovative approaches to improving your teaching practice.

A new toolkit from Harvard University's Center for Education Policy Research provides resources to help educators leverage video observations in school communities to improve teacher practice and student learning.

Instructional rounds, as defined by City, Elmore, Fiarman, and Teitel (2011), is a disciplined way for educators to work together to improve instruction and is a practice that combines three common elements of improvement: classroom observation, an improvement strategy, and a network of educators.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

Collaborative teaching - research groups date back to the 1950s in China and offer a chance for educators to carry out their own research and share ideas to improve their practice.

Over the last five years, RIMA has marshaled local and national philanthropy; recruited school operators and educators into Rhode Island; provided staff support for facilities identification, finance, and development; formed and advocated for improved education policies at both the state and local levels; and served as a «help center» for questions about state laws, regulations, practices, and culture.

Educators from everywhere will share best practices for project - based learning, improving classroom participation, and building professional learning networks.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

Some of the best and most effective practices to motivate difficult students and improve their behavior at school are met with skepticism and even dismay from more than a handful of educators.

With funding from the Bill & Melinda Gates Foundation, the goal of MET is to help educators and policymakers identify and support good teaching by improving the quality of information available about teacher practice.

I would encourage all educators to invest in their professional knowledge about how technology can improve their work practices.

We believe that through exceptional professional education that is responsive and relevant to the challenges practitioners face, we can equip and empower educators and institutions around the world to improve their practice in service of their students, schools, and communities.

The plan also calls for «connected teaching,» in which educators connect to «resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students» increasingly self - directed learning.»

I am also continually working on improving and expanding our Digital Leadership & Learning practice area at the International Center for Leadership in Education (ICLE) to help districts, schools, leaders, and educators initiate sustainable change.

Educators around the country are using Google for Education tools to change their teaching practices and improve student outcomes.

A: After two years of piloting in 30 districts that contain over 14,000 educators, AchieveNJ was created to better align educator evaluation with practices that lead to improved student outcomes.

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.

CAST Professional Publishing produces books that help educators at all levels improve their practice — and change students» lives — through Universal Design for Learning (UDL).

During his tenure in Delaware, his team focused on improving policies and practices across the educator effectiveness continuum: educator preparation, licensure / certification, recruitment, placement, evaluation, professional learning, and

Developing research informed practice is a challenge for educators not least because published educational research is rarely focused on the knowledge teachers need to improve educational outcomes.

Without providing educators with support to improve their practice, however, the ultimate goal of increased educator effectiveness will be difficult to meet.

Education research and the data that enables it are incredibly powerful tools that help educators and policymakers understand and personalize learning; make good policy, practice, and funding decisions; and improve academic, life, and work outcomes.

Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.

These states aren't alone in this effort; a number of other organizations are creating different kinds of resources to help improve teaching practice — some in relation to the Common Core State Standards and some in conjunction with educator evaluation.

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).

We build long - term relationships with our authors, educators, clients, and associations who partner with us to develop and continuously improve the best, evidence - based practices that establish and support lifelong learning.

Although there is considerable advocacy for improving teacher capacity, the research literature indicating the effectiveness of structured professional development for practicing educators is not robust (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007).

He suggests school districts must improve teaching practices and improve ways that educators are evaluated to make a difference.

Analysis of surveys administered to special educators in a random sample of districts will inform administrators on ways to improve the working conditions of special educators as a way to improve retention and best practices.

During his tenure in Delaware, his team focused on improving policies and practices across the educator effectiveness continuum: educator preparation, licensure / certification, recruitment, placement, evaluation, professional learning, and teacher - leader career pathways.

If we are able to assess an educator's effectiveness accurately, we can improve the array of policies and practices that influence our teachers and school leaders.

School leaders need to focus their attention on creating the conditions where teachers have the resources, courage, and support to experiment with improving their practice, and then the space to share what they are learning with other educators.

In his current role, Seth helps educators across the country improve their classroom assessment practice through Naiku.

Improve your practice with The Friday Institute's free high - quality online courses for educators.

In his current role as Naiku Coach, Colin helps educators across the country improve their classroom assessment practice.

What is equally clear is the educators who combine high expectations for all their children with a thirst for improving their classroom practice, a commitment to strong, collaboratively forged school - wide programs, and plain old - fashioned hard work can meet great expectations for the children with and for whom they work.

Graduates of the Teaching Academy are reflective educators who continually improve their practice through combining the latest research literature with best professional practices in pursuit of equitable outcomes for students.

The goal of this new teacher evaluation system is to help New York educators improve their practice by aligning professional development and coaching to the specific needs and recognizing outstanding teaching.

We agree that a meaningful evaluation system that includes measures of student growth is essential for helping educators improve practice.

SRI's intentional learning communities are transformational because they not only help educators improve their practice, but they also help educators question their fundamental assumptions about teaching, learning, students, and the purpose of schools.

These teams are comprised of experienced educators with the knowledge to help leaders and teachers implement effective instructional practices and improve experiences and outcomes for all students.

Dr. Leslie «s first priority was to change the prevailing culture of low expectations among educators in the district; his second was to improve student achievement through increased rigor, alignment of state standards to classroom practices, and implementation of mathematics standards higher than those set by the state.