Sentences with phrase «improving the instructional practice of»

In turnaround schools, teacher - leaders such as multi-classroom leaders are an essential component of an Instructional Team of Leaders (ILT) to improve the instructional practice of all teachers and deploy school - wide initiatives.

It provides a trusted peer, a trusted mentor to address those concerns and problems, but it also really aims to improve the instructional practices of beginning teachers.

Not exact matches

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

Over the course of a lifetime, master teachers are continuously improving their craft, listening to their students, re-tailoring lessons and finding the gaps in instructional practices.

In this way, they sustain and improve instructional practices, passing the torch of inspired teaching to others.

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.

Learn the principles and practices of instructional rounds, a research - based approach to observing, analyzing, and improving teaching and learning.

«When teachers engage in high - level instructional talk and have the opportunity to improve practice collaboratively and in concrete forms, they develop team loyalty, trust, and feelings of responsibility and accountability for each other and for all the team's students.

In a forum released today by Education Next, Nonie Lesaux of Harvard's Graduate School of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispanics.

Research has shown that these types of inquiry activities — where students are asked to analyze a piece of concrete data such as a picture or an object in order to generate ideas for writing — are an effective instructional practice for improving the writing of adolescent learners.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

So it seems to me that any reader interested in educational best practice who found their appetite whetted by this article with its breadth of reference, should pursue and encourage others to pursue some of the particular areas touched on, with a view to improved / changed / refreshed teaching and instructional practice.»

Darling - Hammond and co, in Professional Learning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicator.»

One of LPS's lead math teachers, Mike Fauteux, wanted to improve student engagement and address his students» individual learning gaps, so he began experimenting with new instructional practices that used Google Sheets and OER to provide students with self - guided learning experiences.

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.

A 2005 NCREL report draft (which we received special permission to cite for this article) finds «new evidence supporting the apparent effectiveness of online programs and schools and generally demonstrating the potential of online learning as a promising instructional intervention that can, when implemented judiciously, and with attention to «evidence - based» practices, apparently improve student academic performance.»

We need to concentrate on assisting schools to improve the quality of teaching and learning by providing expert guidance, quality professional development, and the time necessary to use data to improve instructional practice.

The conditions, behaviors, and practices required by an effective coaching program can affect the culture of a school or system, thus embedding instructional change within broader efforts to improve school - based culture and conditions.

Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve.

And while Khan Academy's prominence engenders fear of standardization and deprofessionalization among some critics, Bergmann, Sams, and Smith see instructional videos as powerful tools for teachers to create content, share resources, and improve practice.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

Ensure appropriate systemic interventions are in place to improve teaching and learning schoolwide by developing a clear set of expectations and a common language around instructional practices.

Learning sciences: Interdisciplinary field bringing together findings — from research into cognitive, social and cultural psychology; neuroscience and learning environments, among others — with the goal of implementing learning innovations and improving instructional practice.

It also presents the case that schools that practice smart retention practices improve the quality of their instructional teams.

This comprehensive software, developed in partnership with Harris School Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional practices.

Be a practitioner of the Build > Measure > Learn feedback loop, and iterate to improve the grading portion of your instructional practice.

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.

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).

Utilizing an in - depth consultation protocol, attendees will conduct a thorough analysis of the practices and accountability of teachers at their school, leaving with a plan that improves leadership among teachers, instructional practice, student and adult connections, and motivation and engagement strategies.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

InstructionalDesign.org rather comprehensively defines the practice of Instructional Design, thus, «The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences.

Leaders have a role to play in keeping track of those needs, as well as providing resources and materials to improve teachers «repertoire of instructional practices.

We must also improve the quality of that experience and guide student teachers to progressively develop instructional skill and deepen their practice.

This suggests that use of the ECR model helps teachers improve their practice in multiple areas of instructional support.

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

Many of the more than 20 WWC practice guides focus on instructional challenges such as improving student writing at the elementary or secondary level, teaching beginning reading, or providing algebra instruction.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

Deeper understanding combined with the PSD tool can help improve instructional pedagogical practices by enabling cooperating teachers, college mentors and principals to identify areas in need of growth and monitor individual pre - service / novice teacher progress.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

In this fourth webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to use a cycle of inquiry as a means of strengthening instruction and leadership through collecting and analyzing data, developing areas of focus, learning and implementing new strategies to improve practice, and analyzing the impact of the new practices.

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.

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their practice.

iObservation provides data on the effectiveness of teaching strategies, assesses the level of instructional practice for each teacher, and delivers relevant professional development to improve instruction.

As described by one MSP leader, lesson planning «should be undertaken by teacher leaders and teachers for the purpose of improving instructional practice, meaning that there needs to be thoughtful and cumulative reflection on lesson goals and strategies (and not a «show and tell» mentality to showcase best lessons).»

Leading development as part of instructional planning and practice allows advanced teachers to improve others» work and their own, expanding their impact on students and peer teachers, without leaving the classroom.

We believe that the degree to which central office leaders understand and practice this level of joint work is the extent to which they can seize on these important reciprocal relationships to improve instructional practice and student learning.

He / She will provides professional development and guidance for teachers to improve their content knowledge and effective delivery of instructional strategies to build the capacity of the school and its teachers to enhance instructional practices.

Instructional coaching is a unique form of professional development that provides individual assistance to teachers in refining and improving their instructionInstructional coaching is a unique form of professional development that provides individual assistance to teachers in refining and improving their instructionalinstructional practices.