Sentences with phrase «individual classroom assessments»

Not exact matches

We will be discussing factors that are important to consider during a site assessment for breakfast - in - the - classroom, including enrollment, school size, layout, equipment needs, staffing, and individual site stakeholder engagement.

In a SYTT program, you will definitely be working on deepening your practice through course work, classroom time, and individual assessment of your self and with your mentor instructors.

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.

This report recommends further research to investigate the question of whether the certification process itself makes teachers more effective — as they become familiar with the standards and complete the assessment — or if high - quality teachers are attracted to the certification process, as well as to determine whether NBPTS certification is having broader effects on the educational system beyond individual classrooms.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

Reviews the strengths and weaknesses of the major types of writing assessment, both for large - scale evaluations and the individual classroom.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

In many U.S. classrooms and schools, assessment practices aren't just about improving teaching and learning for individual students.

At Shallowater Intermediate School, «we use volunteers for everything from making copies and cutting out letters and shapes to monitoring classrooms so that teachers can give reading and math assessments to individual students,» said Jack Noles.

We would emphasize that these were curriculum - based, classroom assessments intended to provide information for monitoring individual student progress and to shape individual and classroom (and occasionally schoolwide) curricular and instructional decisions; they were not external, accountability - focused assessments.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

All professional practice data (such as data collected during classroom observations or walkthroughs) is collected by individuals who have been trained and certified to properly implement the observation / assessment tool used at their school (either Marzano or Danielson Frameworks).

Let's Go Learn can make individual student assessment or widespread universal diagnosis possible with products that are easy to use and scalable to entire schools or districts, using your existing computer labs and classroom installations.

Design classroom instruction according to individual learning goals and assessment for competency.

Although educators have learned a lot about good formative assessment in individual classrooms, we wondered what might happen if a school took the process schoolwide.

Using the Success Highways Resiliency Assessments, administrators can identify the social and emotional needs of individual students, grades 3 - 10, and determine at the district, school and classroom levels which resiliency areas are in need of the most attention.

He applies these principles not only to developing classroom and individual student behavioral interventions, but also to developing academic skill interventions and assessment materials.

To improve student learning, classroom formative assessments should provide feedback, (identifying students» individual learning difficulties) and be followed up with correctives (specific remediation strategies).

Our model maximizes the educational opportunities of individuals with learning disabilities in inclusive classrooms by enhancing preservice teachers» abilities to integrate assistive technology within instruction and assessment.

«Every classroom teacher know what each student's learning issues are and they are able to deliver individual instruction, modify assessments as necessary, and help each student so they can best express what they know,» Brady added.

· Teacher compensation should be restructured to provide more incentives tied to performance, first by significantly reducing the number of steps on the salary scale, and then by phasing in a performance based system as the value - added assessment model evolves to the individual classroom level.

Teachers then entered a second stage we call skill building in which they developed and used formative assessment more deliberately to meet the needs of their individual classrooms.

Looking at the data from Success Highways Resiliency Assessments, school counselors can see at school, classroom, and individual student levels the resiliency areas that are in need of the most attention.

Through a quick self - assessment, this books works with teachers on their own individual level, and gives practical strategies and approaches they can use to become a more reflective and effective classroom teacher.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

When FairTest proposes alternative assessments, we are primarily talking about using classroom - based activities and individual work products.

Teachers can give secured assessments at the district, building, or individual classroom level.

The focus is on the use of data, such as assessments, observations, and surveys, to improve education at the school, classroom, and individual student levels.

She is passionate about supporting classroom teachers and schools with curriculum planning, assessment development, and implementation of professional learning targeted to the needs of individual schools and teachers.

Using Child Assessment Data to Achieve Positive Outcomes is a video by the Colorado Department of Education that shows administrators and teachers illustrating how they use authentic child assessment data to: 1) inform funders, 2) inform classroom level instruction, 3) support teachers, and 4) meet the needs of individual children and their families.

By giving students and teachers materials and media that are best suited to their individual learning styles, and the tools to succeed in both open - ended and summative assessments, a passion for learning and classroom teaching, and thus success, is achieved.

We are opposed to assessments whose data is used to determine school ranking, teacher effectiveness, or any other purpose other than for the individual classroom teacher's own use to improve his or her instruction.

Teachers of the gifted in pull - out classrooms are encouraged to remain informed of the content and scope of literacy experiences afforded students in the regular classroom setting so that gifted program experiences provide opportunities for greater depth, complexity, critical - thinking opportunities, creative production, and research based on the individual needs of gifted students as reflected in the use of ongoing assessment information.

The primary objectives of MELAF were to develop state goals and objectives in English language arts that would provide the basis for a curriculum framework that (1) integrated curriculum, instruction, and assessment; (2) promoted systemic change; and (3) had an impact on schools, classrooms, individual teachers and students.

When combined with classroom observations, self - assessments, and professional development plans, the resource library provides professional development targeted to each teacher's individual needs along with other benefits:

It provides valuable information and formative assessment, which research acknowledges is essential for student growth and learning, to individual classroom teachers.

The expectation that individual teachers, their classroom practices, and their districts» approaches to curriculum, assessment, and professional development would change in response to our work together was made explicit through multiple invitations to write for publication, to speak as representatives of MELAF at State Board of Education meetings, to experiment with classroom practice, and to design new curriculum plans.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

February 2007 — Present Kipley High School — Eagle River, AK Math Teacher • Plan and carry out study programs appropriate to individual needs • Create classroom environment conducive to learning and discipline • Make engaging lessons that develop student critical thinking and problem - solving skills • Assess student progress regularly • Diagnose individual learning abilities of students about mathematical concepts and reporting to authorities • Plan and supervise purposeful assignments • Plan and execute student assessments on a monthly basis

• Acted as mentor and counsel to students to ensure their comfort and wellbeing within the classroom • Assessed each student on an individual basis to determine their learning abilities and limitations • Communicated assessment results to the school office to be incorporated into the students» files • Incorporated special courses for students with additional (special) needs to provide them with a chance to gel into regular curriculum

• Create and implement appropriate curriculum to meet the needs of preschoolers • Devise lesson plans and impart instruction • Enrich and modify lessons and materials to meet individual students» level of progress • Manage student behavior in and outside classroom • Prepare materials to aid learning processes • Review student progress through assessments • Develop intervention strategies to ensure students» social and educational growth • Confer with parents regarding their children's progress and improvement needs

Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement in students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

• Monitor student behavior within the classroom as indicates in the IEP plan • Provide discrete trial instruction to assigned students on an individual and group setting • Assist lead teacher in developing lesson plans according to the specification charted out in the school curriculum • Ascertain that the classroom is safe and conducive to learning new concepts • Provide assistance to students by escorting them to and from services throughout the school • Ascertain that verbal support is provided to students to promote and direct their activities • Conduct student assessments and chart out causes of concern to ensure early intervention • Handle crises situations by ensuring student safety and wellbeing, in accordance with school protocols

Created and implemented developmentally - appropriate curriculum that addressed all learning styles.Maintained daily records of children's individual activities, behaviors, meals and naps.Promoted good behaviors by using the positive reinforcement method.Established a safe play environment for the children.Distributed quarterly educational assessments, similar to report cards, to each parent.Supervised children on field trips to local parks, fire stations and zoos.Encouraged children to be understanding of others.Completed all required documentation for the National Head Start program.Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.Collaborated with colleagues on developing new classroom projects and monthly themes.

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.

Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an effective and constructive «curriculum writing project»

Individual, classroom, and center analysis of assessment results in relation to the Head Start Child Outcome