The recommendations include building a continuum that supports teacher growth; strengthening entry into the profession;
improving ongoing professional learning, including pathways to Board certification; and creating opportunities for teacher leadership.
Not exact matches
The general disregard for curriculum as a means to
improve teacher effectiveness and student outcomes is reflected in the observation that «many teachers do not have access to strong, standards - aligned curriculum; in fact, most teachers spend hours every week searching for materials that haven't been vetted and aren't connected to
ongoing,
professional learning activities in their schools.»
PLCs go a step beyond
professional development by providing teachers with not just skills and knowledge to
improve their teaching practices but also an
ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and
improve student
learning (Vescio et al., 2008).
How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with
ongoing professional development which is often collaborative in nature and focused on
improving instruction, and a framework of clear
learning standards, regular student assessment and well - aligned curriculum.
Ongoing applied
professional growth requires a change in the school schedule that allows time during the regular school day for teachers to
learn, plan, mentor, and share with other teachers so they can constantly
improve the quality of their instruction.
According to Leslie Wilson, Project RED Team Member, «These 10 signature districts have made a definitive commitment to
improve student
learning and provide personalized instruction through a meaningful integration of technology,
ongoing professional development and administrator support.
The PTLC is an
ongoing process designed to work systemically to
improve the quality of
professional development; the use of data to inform instructional and programmatic decisions; the alignment of curriculum, instruction, and assessment to standards; the monitoring of student
learning; and leadership support for continuous school improvement.
Improving professional development systems while maximizing informal
learning opportunities is central to
ongoing and durable
learning.
Contribute to enhanced instruction,
improve student achievement, and support
ongoing professional learning.
DuFour and Marzano School improvement means people improvement A commitment to building a collective capacity requires environments in which
professional learning of educators is: •
Ongoing and sustained • Job - embedded • Aligned with school / district goals •
Improved results • Collective / Collaborative endeavor
All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with
ongoing professional learning to
improve the quality of instruction; be commensurate with the need; and offer engaging
learning opportunities that involve all students, families, and staff.
What We Do PIIC's framework for instructional coaching provides
ongoing professional learning for coaches to increase the effectiveness of teachers and
improve student
learning.
The U.S. Department of Education should support
ongoing research to establish the validity and reliability of comprehensive teacher evaluation programs, further examine the efficacy of value added models of teacher evaluation, and support adequate training and
professional development of evaluators to insure fidelity of implementation of evaluation models found to be effective in
improving teaching and
learning.
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.
Because the CTIME process is about continual improvement, we think that the actions co-teachers take based on their
ongoing professional learning will result not only in their own
improved teaching effectiveness, but ultimately in the increased success of the students in their inclusive classes.
• Use of multiple forms of evidence of student
learning, not just test scores; • Extensive
professional development that enables teachers to better assess and assist their students; • Incorporation of
ongoing feedback to students about their performance to
improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.
This framework can be used to design
professional development offerings, serve as a discussion tool to address the dilemmas that arise when leadership is shared and contribute to the
ongoing dialogue about the roles teacher leaders assume in efforts to
improve student
learning.
Because what works in one district may not work in every district,
professional learning should be aligned and adapted to address school and system goals.25 States and school districts should work with teachers to design
ongoing cycles of
learning and improvement that ensure all educators can identify areas for growth and
learn evidence - based strategies that will address their needs, ultimately
improving their performance and increasing student achievement.26
When participating in Lead
Learn Excel, both instructional leaders and professional development providers will learn how to lead continuous quality improvement efforts in their program and how to facilitate ongoing, on - the - job learning with teachers to improve instruc
Learn Excel, both instructional leaders and
professional development providers will
learn how to lead continuous quality improvement efforts in their program and how to facilitate ongoing, on - the - job learning with teachers to improve instruc
learn how to lead continuous quality improvement efforts in their program and how to facilitate
ongoing, on - the - job
learning with teachers to
improve instruction.
Reach believes that high quality
ongoing professional learning is a critical factor in
improving schools.
Providing time in the school schedule for collaborative planning and
ongoing professional learning to continually
improve instruction
The goals of this system are to contribute to enhanced instruction,
improve student achievement, and support
ongoing professional learning.
By using the term
professional learning community we signify our interest not only in discrete acts of teacher sharing, but in the establishment of a schoolwide culture that makes collaboration expected, inclusive, genuine,
ongoing and focused on critically examining practice to
improve student outcomes.
Supported by NoVo Foundation, this
ongoing activity provides the participants with information they can easily share within their respective districts to
improve professional learning as a strategy leading toward systemic SEL implementation.