Sentences with phrase «in quality assessment practices»

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«We have shown that professional training to reinforce skills in obstetric clinical practice and self - assessment are effective in reducing the rate of medically unnecessary caesareans and in improving the quality of care offered to mothers and babies.

These practitioners constitute the majority of providers, yet lack access to quality education that enables them to incorporate the latest advances in genetic risk assessment, testing, and management into their practices.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

In order to make licensure a mark of quality, assessment needs to document knowledge and performance in practice and over timIn order to make licensure a mark of quality, assessment needs to document knowledge and performance in practice and over timin practice and over time.

New technologies increase competition for quality lectures, practice, and assessments in education, and lower the entry barriers for innovative teachers.

Proposed changes to improve teaching practices, including implementation of content - rich curriculum and effective use of assessment data, and proposed changes to professional development are central to our effort to ensure every child in Head Start receives high quality early learning experiences that will build the skills they need to succeed in school and beyond.

In the spirit of more deeply engaging in high - quality assessment practices with your students, reflect on the suggestions abovIn the spirit of more deeply engaging in high - quality assessment practices with your students, reflect on the suggestions abovin high - quality assessment practices with your students, reflect on the suggestions above.

In order to implement a reading practice strategy that accelerates reading growth, educators need two key resources: a reliable assessment and a high - quality reading practice program.

Using a variety of assessments, videotapes of classroom instruction, and surveys (student surveys are featured in the preliminary report), the project is attempting to address some of the heretofore under - addressed issues in the measurement of teacher quality (especially non-random classroom assignment and how different classroom practices lead to different outcomes, neither of which are part of this preliminary report).

The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

By explicitly incorporating training and professional development that supports assessment literacy into state ESSA applications, states can enhance student learning by leveraging funds to develop assessment policies and systems that are in balance and reflect quality assessment practices.

a) Support educators in accessing and / or creating high - quality, technology - enhanced formative practices, interim / benchmark, and summative assessments that support personalized learning.

Whether it be transitioning to competency - based progression, designing high quality performance assessments, or embedding out - of - school learning experiences into the curriculum, school cultures and practices don't change without substantial time freed up for the adults in a school to plan, design, and reflect on their craft.

Participants received training on quality practices and program design in a wide variety of topic areas, including youth rights and policies, youth development and youth voice, program design and delivery, career exploration and workforce preparation, assessment and individualized planning, employer engagement, collaboration and partnership, and engaging families.

So how do we recognize quality assessment as it is being lived out in classroom spaces, and how can leaders support teacher reflection on assessment practices?

The Meadows Center at the University of Texas at Austin has released a piece outlining 10 evidence - based policies and practices for high - quality assessment in schools, along with the research supporting them.

The School Improvement Services department may be contacted for assistance in quality classroom assessment practices, progress assessment practices, and universal assessment practices, including common assessment design, construction and use.

Little attention and limited resources have been available to promote quality assessment practices at other levels, such as day - to - day in the classroom.

Without quality assessment practices that produce accurate data, we can't determine the strengths and needs of our students or how to differentiate in their learning; which schools are performing well and which need assistance; and what programs and

My team is looking to bring NFER's 70 year track record in high quality educational assessment, analysis, evaluation and reviews — and successful policy and practice influence — to bear in meeting global education opportunities and challenges.

Other researchers have found that teachers improve their practice at greater rates when they work in schools with better quality collaboration and that joint work on assessments is significantly predictive of achievement gains across math and reading (Ronfeldt et al., 2015).

This seminar, co-sponsored by Clear Lake Community School District, is appropriate for K - 12 teachers who want to create quality assessments and items in order to get meaningful and actionable results from their classroom assessment practice.

Ultimately, one becomes assessment literate by mastering basic principles of sound assessment practice, coming to believe strongly in their consistent, high - quality application in order to meet the diverse needs of all students, and acting assertively based on those values.

A central project question is, «How might classroom teachers initiate and sustain moves in their practice (to include planning, instruction, assessment and parent engagement) toward increasing quality for English language learners?»

The California Performance Assessment Collaborative (CPAC) is launching an official state pilot where participants have opportunities to learn from one another and deepen practice; find common ground despite discrete approaches to performance assessment; engage in research and documentation of various practices; and ultimately, inform state policymakers about the supports and conditions needed to broadly implement high - quality graduation performance assessments that can serve as a viable alternative to traditional measures of college, career, and civic readiness.

Building on our work with CPAC, LPI, and EducationCounsel, we have launched a new national initiative that brings together K - 12 and higher education policy and practice leaders to support the expansion of high - quality performance assessment systems, and their use in college admissions, placement, and advising.

In addition, she has worked with teachers to design quality assessments; link curriculum, assessment, and grading and reporting practices; differentiate instruction to meet the needs of all learners; and examine student work to move student learning forward.

The system involves trained teams of practicing educators from neighboring districts visiting schools throughout a district, observing to what extent the schools are meeting eight indicators of school quality — from using performance - based assessments to providing equity in student learning.

If the primary purpose of assessment is to support high - quality learning (principle one in Principles and Indicators for Student Assessment Systems), then formative assessment ought to be understood as the most important assessment practice.

In summary, Michigan ASCD and GELN see critical implications related to the conditions above in making a quality decision related to assessment practices in our statIn summary, Michigan ASCD and GELN see critical implications related to the conditions above in making a quality decision related to assessment practices in our statin making a quality decision related to assessment practices in our statin our state.

In each of the sessions, participants will build background knowledge of various types of assessments, how to plan and implement assessment practices to support quality instruction, create structures for systematic checks for understanding, and creating quality criteria to discover what you want to learn from the assessment.

Featuring concrete, hands - on activities that can be completed efficiently at the start of a unit, lesson, or topic, Activators help to: • Increase engagement in learning • Support a well - paced lesson • Generate connections to prior knowledge • Provide students with opportunities to practice skills and deepen understandings • Support formative assessment Although Activators have different formats, they all share two key components: individual think time and purposeful social interaction, which support students to develop quality responses to content and ideas while engaging with peers.

These early career educators will receive rigorous training, mentoring by trained teacher mentors, access to current research, peer support and targeted high - quality professional development to help create teacher leaders who will help new teachers achieve expertise in curriculum planning, assessment, and using data and reflection on practice to improve teaching and learning.

In their coursework and clinical experience, residents are given opportunities to learn, rehearse, enact and reflect on practices like designing high quality lessons and student assessments, eliciting and interpreting student thinking, and supporting students across their social, emotional and academic needs.

One becomes assessment literate by mastering basic principles of sound assessment practice, coming to believe strongly in their consistent, high - quality application in order to meet the diverse needs of all students, and acting assertively based on those values.

Kathryn Dewsbury - White is the president and CEO of the Michigan Assessment Consortium, the not - for - profit, nonpartisan education consortium dedicated to increasing quality, comprehensive and balanced assessment practices and systems in the state of Michigan.

In cases where States have environmental impact assessment laws and an evaluation has been completed for a project under that State environmental impact assessment process, the Agencies could incorporate it by reference by following the Council on Environmental Quality's (CEQ) requirements for this practice (40 CFR 1502.21).

We voluntarily participated in a comprehensive evaluation which included a quality assessment review of the veterinary hospital's facility, medical equipment, practice methods and pet health care management.

In her reasons for judgment, Justice Smith found that, although «persons with disabilities face prejudice and stereotyping and that there is a risk of unconscious bias about the quality of life of a person with a disability,» she was «not persuaded that the risks to persons with disabilities are such that they can not be avoided through practices of careful and well - informed capacity assessments by qualified physicians who are alert to those risks.»

Resumes in this field highlight such duties as scheduling preventative maintenance practices for heavy equipment, light vehicles, and generators; developing comprehensive schedules of heavy equipment - planned repair and long - term breakdowns; and performing daily safety and quality assessments of the site.

• Committed to high quality patient care delivery • Expert in providing clinical consultation • Working knowledge of family practice assessment techniques, diagnosis and treatment strategies • Remarkable interpersonal and communication skills with demonstrated ability to work in collaboration with other medical professionals on complex cases • A self directed individual with track record of actively participating in and promoting various community based health development programs • Well versed in demonstrating patient centered treatment approach while adhering to the state issued clinical practice policies

Collaborated with Director of Nursing in assessment of quality of nursing care being delivered and recognized need for improvements or changes nursing practices.

A contract or employment position in an organization where I can use my assessment skills, leadership qualities and my love for gerontology in practice as a Nurse Practitioner to impact that population CORE COMPETENCES * ICU * Cardiology * Telemetry * Case management Technical Proficiencies * Cardiac Monitors, * Hemodynamic Monitors, * Cerner Charting Software * CVVHD Machines

/ Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisation?

The goal of the curriculum is to improve practice quality and timely assessments to help link effective services to individuals and families in need.

Growing out of a commitment to ensuring high quality education, assessments now play a major role in education policy and classroom practice.

One emerging strategy is the inclusion of a family and community knowledge domain in child development assessments and quality ratings of early childhood programs encouraging improvement to programs, policies and practices.

In response to educator demand for a more effective way to integrate the essential components of high - quality classroom practice, MyTeachingStrategies ™ is an online platform that provides a single entry point for educators to streamline workflow by linking high quality curriculum, formative assessment, professional development and family engagement in a seamless, interconnected way to better support daily instructional practicIn response to educator demand for a more effective way to integrate the essential components of high - quality classroom practice, MyTeachingStrategies ™ is an online platform that provides a single entry point for educators to streamline workflow by linking high quality curriculum, formative assessment, professional development and family engagement in a seamless, interconnected way to better support daily instructional practicin a seamless, interconnected way to better support daily instructional practice.