Sentences with phrase «instructional challenge for teachers»

Of course, this takes more time for both the learner and the teacher but the addition of an essay that requires critical thinking is not a huge instructional challenge for teachers.

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Strategies That Work: Motivation The most successful ways teachers can motivate students who are not intrinsically motivated to learn include engaging their interest; demonstrating the relevance of what they're learning; displaying enthusiasm for what we're teaching; establishing challenging, but achievable expectations, and employing a variety of instructional strategies.

Teachers need manageable technology that does not distract from teaching and learning; they need instructional coaches who can effectively use the footage for professional learning; and they need a supportive school climate for sharing challenging moments in the classroom.

Instead, the challenge was building a tool that would make a successful instructional model run more smoothly and efficiently and make adopting the model more seamless for new teachers.

Join Todd Wirt, assistant superintendent for academics with Wake County Public School System (WCPSS), N.C., and Carol Wetzel, senior director with Discovery Education, as they discuss the challenges WCPSS faced implementing Common Core State Standards across the district and how they determined the best way to scale professional development for its 11,000 teachers as they embarked on this digital and instructional journey.

As teachers and administrators gain a better understanding of the new, more rigorous Common Core State Standards and other college - and career - ready expectations in mathematics, they will need to understand which standards are the most challenging for students so they can make the most of their instructional time to ensure students are successful.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

Another long - term challenge is to raise the «instructional bar» for all teachers.

These opportunities present another challenge for teacher educators: preparing teachers to make effective use of the online medium in their own instructional practice.

Educators of the gifted find that overuse of some cooperative learning strategies, particularly those focused on learning of basic information and skills, results in a lack of challenge for advanced learners, inordinate use of these learners as «junior teachers,» and inappropriate pressure for these learners to solve instructional problems (Robinson, 1990).

With the rigorous curricula demand, it is challenging when instructional delivery is dependent on technology integration, but the crux of the problem becomes who are determined most important in the building (i.e. math and ELA content) to receive the necessary technology to deliver the desired administrative expectations; although regardless of content, all teachers are held responsible for teaching literacy.

Instead of facing this challenge alone in his classroom, as often happens, he described how the districts» shared instructional framework, known as Beyond Textbooks, made it easy for him to enlist help from teachers across subject and grade levels.

These innovations pose challenges for teachers interested in incorporating technology but also intent on making sure the activities in their classes reflect their instructional goals and desired outcomes.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

For districts and departments facing the challenge of teachers working in isolation, this group serves as a model of how a commitment to collaborative learning can build a professional community in which teachers support each other to shift their instructional practices and actively support all students» success.

Diem argued that introducing technology to new teachers is a manageable endeavor; however, the challenge is found in creating comfort levels with technology skills so that teachers feel secure in their choices for instructional and non-instructional use of technology.

One way of addressing these challenges is to design the curriculum materials to promote the pedagogical design capacity of teachers — that is, their ability to perceive and mobilize curriculum materials and resources for effective instructional enactment (Brown, 2009).

The Learning - Focused Lesson provides teachers with an instructional model for planning challenging learning goals and instruction that intentionally connects the most effective research - based strategies and exemplary practices for maximizing learning.

Lesson provides teachers with an instructional model for planning challenging learning goals and instruction that intentionally connects the most effective research - based strategies and exemplary practices for maximizing learning.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

One of the greatest challenges districts are facing in successfully transitioning to blended environments is how to effectively achieve buy - in from educators and help teachers build new instructional skills required for today's classrooms.

Are you looking for the excitement of building a school community that celebrates and challenges... KEY RESPONSIBILITIES FOR THE ELEMENTARY TEACHER: * Work closely with the Instructional Team tofor the excitement of building a school community that celebrates and challenges... KEY RESPONSIBILITIES FOR THE ELEMENTARY TEACHER: * Work closely with the Instructional Team toFOR THE ELEMENTARY TEACHER: * Work closely with the Instructional Team to...

And, despite some legal challenges and boycotts, more contracts potentially worth billions of dollars for testing, instructional materials and teacher training are on the way.

do not offer a high quality, engaging and safe educational experience because they are under resourced and suffer from challenges such as limited availability of effective instructional strategies and supports for learning, high rates of staff turnover and teacher absenteeism, and inadequate school facilities?

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

Independent Study; Parent Engagement; Technology; Personalized Learning; Legal Issues; Instructional Strategies for Individualized learning; Developing an Online Edu Program; Successful Hybrid Models; Introduction to Online Learning; How to Present an Online Class; Blended Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended Learning; The Changing Policy and Regulatory Landscape

The LWL model aims to develop teachers» and instructional coaches» knowledge and skills for implementing new instructional approaches that are sensitive to the language demands necessary for ELs to excel in academically and linguistically challenging content.

As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities than traditional knowledge - based curricula.

Implementing adaptive curricular change, from truly understanding new standards like CCSS or NGSS or a new instructional model like PBL, is a very challenging cognitive task for teachers.

The school has a core instructional program with qualified teachers, a challenging curriculum, and high standards and expectations for students.

Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as professionals, and teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching, professional learning communities, peer - to - peer professional development, and co-teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school culture and achievement.21

They might view this specific challenge as the impetus for initiating something they had long intended to do, such as restructure the instructional coaching positions to ensure that new teachers are provided needed professional development, initiate a peer - mentoring program, or kick - start the new year by asking a local organization to provide funds for a team - building retreat for the newly constituted faculty.

Instead of facing this challenge alone in his classroom, as often happens, he described how the districts» shared online instructional framework, known as Beyond Textbooks, made it easy for him to enlist help from teachers across subject and grade levels.

That said, the rating system was useful for articulating a range of teacher performances on the three traits of interest: instructional practice, technology challenge, and classroom management.

This strategy, focused on identifying high - priority teaching and learning challenges and working together with the principal to plan supports for teachers, will enable principals to exercise a critical role: to be the instructional leader that teachers and students need and deserve.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

In addition, challenging behavior may divert teachers» attention from instructional time for all children in the classroom.

Section 1001.1 calls for «ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging state academic standards.»