Sentences with phrase «instructional areas student»
Recent research has indicated that when technology is used as a tool within instruction to support learning objectives in the instructional areas student learning is enhanced (Sivin - Kachala & Bialo, 1994; Valdez et al., 1999; Wenglinski, 1998).
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For the second part of the task — developing an instructional plan — criteria include the designation of two to three appropriate areas that the teacher would work on next with this learner and a clear rationale for the links between the student's needs and the instructional plan.
Fortunately, educators have many instructional tools that can differentiate these core areas of instruction, such as these 50 + social media tools, which set the stage for students to respond through the next three DI elements in this series:
I am an Instructional Coach with seven years of experience teaching World History to Emergent Bilingual students in public schools in the Bay Area.
Representatives from the groups said they wanted to create a common language to discuss RTI, an instructional framework that some believe holds promise for helping students in core academic areas and in behavior...
The playlist includes: • 4 links to instructional videos or texts • 2 links to practice quizzes or activities • Definitions of key terms, such as formula and array • Visual examples of how to find area of rectangles Accompanying Teaching Notes include: • A review of key terminology • Links to additional practice quizzes or activities on certain parts of the standard, such as finding area of rectangles • Links to video tutorials for students struggling with certain parts of the standard, such as using addition instead of multiplication to find area For more teaching and learning resources on standard 3.MD.C.7 B visit http://www.wisewire.com/explore/search/3.MD.C.7B/
Learning spaces designed for inquiry do not emphasize a demarcation between teacher and student spaces, have no set «front of the room,» create makerspace - type areas for students to create, tinker, and design, and employ instructional pedagogies that push students to ask questions and seek understanding — not listen to information and regurgitate.
By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.
An instructional development director from a charter schools network in the San Francisco area shares his plan for acquiring 300 donated digital reading devices for students.
This product includes: • 4 links to instructional videos or texts • 2 links to practice quizzes or activities • Definitions of key terms, such as rectangular prism and base • Visual examples of how to find volume of rectangular prisms using the volume formula V = b × h • An accompanying Teaching Notes file The Teaching Notes file includes: • A review of key terminology • Links to additional practice quizzes or activities on certain parts of the standard, such as using volume formulas of rectangular prisms • Links to video tutorials for students struggling with certain parts of the standard, such as confusing the formulas for the volume of a rectangular prism other formulas, such as the formula for surface area
Magnet schools are public schools that provide specialized curriculums and instructional approaches to attract students from a variety of neighborhoods in a metropolitan area, according to the Education Commission of the States.
Most pieces focused on instructional practices, but did not focus on a particular content area or subgroup of students.
The university is working with the Los Angeles district and others in the area to identify bilingual instructional assistants who may want to become teachers and is also trying to get the word out to bilingual high school students interested in teaching, Sarmiento said.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Teacher teams are supported by Directors of Instruction in each content area, who help guide instructional decisions for students and adult learning opportunities.
The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.
Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.
As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.
It includes four strands: (1) development of a tool (the «Framework») to guide teachers» design of student learning experiences, (2) enhancement of teachers» leadership skills (particularly related to sharing leadership for instructional improvement), (3) dissemination efforts that support understanding and use of the Framework across levels of the education system and in all areas of the state, and (4) provision of a platform that provides rural areas in Colorado with easy access to the Framework and extends access to and use of the Framework across the nation and the globe.
Specifically, teachers were asked to evaluate themselves and identify areas for growth related to the five components of the instructional domain: communicating clearly and accurately, using questioning and discussion techniques, engaging students in learning, providing feedback to students, and demonstrating flexibility and responsiveness.
iObservation maps differentiated and targeted professional development resources to areas of need for each individual based on classroom practice, instructional techniques, and student achievement.
His specific areas of course instruction include foundations of American education, instructional design, program evaluation, student assessment and NCLB legislation, content area literacy, literacy foundations, teaching writing in elementary and middle school settings, social foundations of education, and literature in the classroom.
Following the simulation experience, the Utica Teacher Center equipped the area educators with an instructional strategies guide, based on Eric Jensen's Engaging Students with Poverty in Mind.
The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnArea: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnarea to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andinstructional role; high levels of collaboration and co-learning)
In the early grades, activities designed to help students learn to read typically account for more instructional time than any other subject area.
Systematically measure children's growth in the critical areas of child development and early reading to identify students who are in need of more intensive instruction and to modify instructional practices.
Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.
The Capital Area Region and the Utica Area Region collected data that provided indicators of success and impact on student achievement using the Instructional Strategies from Engaging Students with Poverty in Mind after offering distance learning workshop from the Teaching is the Core Grant.
The student - centered techniques help teachers manage environments and improve instructional effectiveness in all content areas.
The Vocab Rehab model in this book offers teachers easy - to - implement, 10 - minute instructional strategies that can help time - strapped teachers ensure that their students have a sound grasp of both general and content - specific words across grade levels and subject areas.
The student performance data used in the performance evaluation of nonclassroom instructional personnel shall be based on student outcome data that reflects the actual contribution of such personnel to the performance of the students assigned to the individual in the individual's areas of responsibility.
Teachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on student work.
His areas of expertise include compensation reform, student learning objectives (SLOs), and using data to drive instructional improvements.
In addition, we prepare our students to be engaging, efficient, and critical educators through educational coursework that covers areas of instructional design, adolescent development, special education, language acquisition, and language teaching methods.
Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents
(09/01/2017) Fifty Grand Rapids - area educators began training this summer to increase student achievement through focused work around instructional practices.
The inservice activities for instructional personnel shall focus on analysis of student achievement data, ongoing formal and informal assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety.
Hayward: Hayward Unified School District in California's Bay Area knew that many of its students were missing too much instructional time.
Hayward Unified School District in California's Bay Area knew that many of its students were missing too much instructional time.
Early Childhood provides home visits, special education programs, play groups, instructional support and comprehensive preschool options for students throughout the Ingham ISD service area.
Many of these research - based instructional strategies apply across various content areas and are designed to enhance students» content area learning, increase engagement, and maximize students» ability to recall, apply, and synthesize information.
However, ELL students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge.
Though a growing body of research has studied the theory and best practices for developing students» disciplinary literacy skills in the high school classroom, research that investigates the ways preservice secondary teachers use instructional technology during their student - teaching internship is an emerging area of study.
Outcome: Patterns in student data show possible areas of weakness in grade - level instructional practices.
The observed teacher identifies the focus of the observation, developing a question that reflects an area about which he or she wants to learn more, and that connects to the relationship between the teachers» instructional methods and students» learning.
Race to the Top funding will be used across the four required areas — adopting standards and assessments to prepare students to succeed in college and the workplace, using data systems that measure student performance and assist educators in using data to make instructional decisions, ensuring effective teachers and principals, and turning around the lowest performing schools.
Through the process, common patterns in student responses can be identified and teams can discuss effective instructional strategies to improve the area of learning.
Analyzing data to determine individual students» areas of strength and areas in need of improvement and using this data to influence instructional decisions
BPE also convenes networks of teachers to focus on areas of instructional improvements, conducts action research with students, among other activities.
Math learning centers are areas of the classroom set up for students to work with peers using instructional and manipulative materials....