Not exact matches
«NAPLAN online will deliver even greater insight into the
individual capacity of a student to inform
teachers, schools and parents as well as continue to provide the data giving us a national snapshot.»
International evidence suggests that progress in education depends on
teachers»
individual and collective
capacity and its link with the school's
capacity for promoting learning.
The self - efficacy was the second theme and students spoke so positively about the high value they place on prac and the
capacity for them to build relationships with students and also to see a glimpse of their own future and what it's going to be like to be a drama
teacher in schools, seeing the difference that their teaching had on
individual students.
In its 10th Year, the Leadership Academy is funded by a statewide
Teacher Center grant to be a Learning Community studying Leadership.Its mission is to empower
individuals to realize their professional and personal leadership
capacity through learning together, enhancing
individual and group skills, and to set and achieve goals that advance distributive leadership within the New York State
Teacher Centers» Organization.
Early evidence indicates that combining the best of face - to - face instruction with the best of online instruction offers educators new opportunities to differentiate instruction for
individual students, to motivate students to take ownership over their own learning, and to extend
teacher capacity to reach additional students.
A more helpful accountability system would focus first on building the
capacity of
teachers, schools and districts to ensure that all children receive a high - quality education that meets their
individual needs.
What are some ways to give voice to the wisdom of
teachers in
individual classrooms and add to the collective knowledge base of staff, as well as the school's
capacity to boost student learning?
In an outstanding school,
teachers understand that they have the
capacity to help every student excel, and they work collaboratively to make this happen — they share and discuss
individual student data with their peers and with the principal; they observe each other's classrooms and ask for each other's suggestions.
Teacher, parent, and student reports on
individual school - quality indicators showed improvement in student safety and well - being, involvement, satisfaction, quality student support, focused and sustained action, standards - based learning, professionalism and system
capacity, and coordinated team work.
A former Hope Street teaching fellow and Woodford County
teacher, Clark, too, knows personally the importance not only of building the
capacity of
individual teachers to lead, but also of building a broad, national network of
teacher leaders to address education policy and effect lasting change.
Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build
capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for
teacher leaders, leadership seminars, and
individual coaching with school and district administrators.
Expert practitioners recommend «cultivating»
teacher leaders, so that selection is about «tapping»
teachers who have demonstrated their
capacity rather than «appointing»
individuals into a role that needs to be filled at a particular point in time.
This report focuses on how a statewide reform initiative, when envisioned as a professional development opportunity, affected
teachers»
capacities to become change - agents in their classrooms and districts, and how
individual district contexts shaped the development of those
capacities.
It would be extremely helpful if the CEA provided
teachers with additional information clarifying what rights
individuals, who happen to be
teachers, have when they are not speaking in their
capacity as public school
teachers.
Although the themes above appeared across
teacher interviews, patterns emerged that spoke to the
individual districts»
capacities to support
teacher growth and foster reform.
One earlier studies incorporated approximately the same measures used in the present study of
teachers «
capacity, motivation, and work setting.45 Instead of collective leadership, however, that study used a measure of
individual leaders «transformational practices.
Sub-Floater, 02/2008 — 06/2010 Assisted classroom
teacher in various
capacities and provided
individual instruction to visually impaired students.
Key informants expressed their support for sexuality education, but emphasized the need for better
teacher training to equip
individuals with the knowledge and
capacity to address key sensitive issues with professionalism and empathy.
/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community
capacity (1) / Community
capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and
teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime:
Individual or society?