Sentences with phrase «instructional capacity in»

Two examples in the report — one from Oakland and another from Los Angeles — show how district leaders, schools, and community partners integrate student supports that build both institutional and instructional capacity in and across districts, schools, classrooms, and communities.

To build instructional capacity in their schools, principals need to create the right structures, conditions, and expectations.

· Provide and support job - embedded professional development for teachers in building instructional capacity in the classroom.

«Instructional staff» shall be used synonymously with the word «teacher» or «faculty» and includes faculty members, librarians, counselors, and other comparable members engaged in an instructional capacity in the Florida College System institution.

«There's a significant lack of instructional capacity in many parts of the world, so I think this will be heavily used outside the U.S.»

Not exact matches

Finally, it will offer an 8 - step blueprint for implementing an instructional coaching model, either as a pilot or in a system - wide capacity.

Another important factor is the investment that the most successful CMOs are making in building the capacity of their central offices, especially the focus on recruiting and developing talent, as well as building instructional support systems that are grounded in the use of performance data.

ProComp has its limits — it is rooted in compromise; the timeline for implementation is slowed by the need to build district financial and instructional capacity; it does not raise entry pay and provides relatively slow growth in annual earnings; many incentives are too small to really meet demands of the market — but I believe it points in some important new directions.

The hardest part of capacity building is not identifying effective instructional methods or putting this information in the hands of teachers, but getting teachers to change what they do every single day.

«I think what's happening is that the next generation of educators is embracing the notion that to do well in their careers, they need not only strong capabilities in instructional practice, but also the capacity and confidence to engage with others in productive collaborations,» Higgins says.

Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.

Which was that we wanted to make a commitment not just to the accountability side of the reforms, but also to what might be called the instructional core and to invest in capacity and the capacity of people on the front lines of the educational systems; to give them better preparation, to give them better tools, to give them better professional development.

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.

That sweeping shift in demographic patterns has strained the capacity of school districts, and even state departments of education, to develop and pay for instructional programs to teach children who are still learning English.

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

District leaders recognized the need to develop capacity for data use among school personnel, particularly in decisions about school - improvement initiatives and instructional programs.

Many districts consider development of their principals «capacity for instructional leadership — one of the district conditions included in our measures — to be a cornerstone of their improvement efforts.

District leaders should acknowledge, and begin to reduce, ways in which secondary school principals are limited in their capacity to exercise instructional leadership by the work required of them in their role as it is currently structured.

Assisting in the development of learning programs in coordination with consultants, project managers, instructional designers and content experts to expand the knowledge and capacity of the NYC Child...

Principals and teachers reported increasing efforts to develop the capacity of teachers to engage collectively in data analysis for instructional decision making, supported by but not dependent on other experts.

The Instructional Designer II (Designer) serves in a development / design capacity for the creation of asynchronous online courses.

In that capacity she worked with teachers and administrators in low - performing schools to improve teacher effectiveness through the use of data to inform instructional practiceIn that capacity she worked with teachers and administrators in low - performing schools to improve teacher effectiveness through the use of data to inform instructional practicein low - performing schools to improve teacher effectiveness through the use of data to inform instructional practices.

Their conversation opened up discussion on the impact this form can have on instructional practice, especially as it related to teacher capacity and willingness to incorporate greater student voice and choice in the classroom assessments.

Whether you are an experienced school leader, an aspiring instructional coach, or give feedback to teachers in any capacity, this 1 - day workshop will help you maximize results through effective coaching.

Previous residence in this state shall not be required in any school of the state as a prerequisite for any person holding a valid Florida certificate or license to serve in an instructional capacity.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

The findings of the project detailed in this paper indicate that targeted professional development reinforced by coached Reach PTAR cycles improves the instructional planning capacities, the moment to moment delivery of instruction and the novice teacher's sense of efficacy and success.

The district has invested heavily in improving the capacity of instructional leaders by providing monthly training opportunities for principals.

Such online professional development approaches were found to provide effective teacher support for the adoption of new curriculum with geospatial technologies in science classrooms (e.g., see Fishman et al., 2013; McAuliffe & Lockwood, 2014; Moore, Haviland, Whitmer, & Brady, 2014) and can promote science teachers» pedagogical design capacity for effective instructional enactment (Bodzin et al., 2012).

In these ways, educative curriculum materials can promote teachers» pedagogical design capacity, or their ability to use instructional resources and the supports embedded in curriculum materials to adapt curriculum to achieve productive instructional ends (Brown, 2009In these ways, educative curriculum materials can promote teachers» pedagogical design capacity, or their ability to use instructional resources and the supports embedded in curriculum materials to adapt curriculum to achieve productive instructional ends (Brown, 2009in curriculum materials to adapt curriculum to achieve productive instructional ends (Brown, 2009).

Dr. Markholt is particularly interested in the intersection of teaching, learning and the leadership capacity necessary for school systems to engage in instructional improvement.

The use of the coaching cycle, equity lens and a focus on developing and strengthening teacher capacity have become anchors in my «toolbox» and enable me to promote and support instructional shifts.

Provide school - level or network - level professional development to support instructional capacity, assessment and content development in problem solving, numeracy, and specific math content

The flexibility in a facility also should apply to its capacity for adapting over time to embrace evolving learning theories and instructional strategies.

Refine, redefine, or create new state systems of support focused on building the capacity of all districts in the state to improve instructional practice and student learning?

Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

The suggestion of feedback on the fly may be better received after the instructional leader and teacher have worked together in other classroom - based capacities.

During the fellowship program, he will be working on fine - tuning his instructional skills in the classroom and developing his educational leadership capacities.

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

The bottom line is that we do not want to prevent the school organization from becoming «greater than the sum of its parts... [so that]... the social capital that transforms human capital through collegial activities in schools [might increase] the school's overall instructional capacity and, arguably, its success» (p. 118).

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

By focusing expertise in five core areas — Financial Health and Stability; Student - Focused Administration and Operation; Superior Instructional Improvement Models; World Class Human Resources; and Building Local Capacity, the Vallas Turnaround System imparts change while effectively working with educators, labor, parents and communities.

Prior to working at AFIA, Ms. Colbert worked in a variety of capacities serving as a classroom teacher, reading teacher and instructional coach.

The most effective implementations are developed in collaboration with the digital curriculum provider, who offers expertise and works closely with administrators and educators to design programs and instructional models that meet student needs and support and build capacity of the staff.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

By adopting free content, districts can channel funds toward supporting teachers in making key shifts in instructional models, which builds capacity and best leverages our strong curricula to improve student outcomes.

They have then each chosen a personal inquiry to pursue in a variety of topics, including Leadership & Coaching, Curriculum, Instructional Strategies, Thinking Routines and Maker Capacities, Maker Identity, and Systems Thinking.

We supported the Consortium of Jewish Day Schools in its effort to strengthen instructional leadership capacity of early - career Jewish day school principals, by providing training and access to our Leadership Performance Planning Worksheet tool.

By adopting free content, districts can use their resources to supporting teachers in making key instructional shifts, which builds capacity and fosters the best student outcomes.