Sentences with phrase «instructional change in the classroom»

Are we hoping that Common Core will lead to instructional change in the classroom?

In the meantime, if you'd like to see how you can use NWEA assessment data and DreamBox to inform instructional change in your classrooms, please request a free demo.

Not exact matches

Subsequent instructional rounds identified positive changes in classroom practice.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

Moreover, research suggests that changes in school culture and classroom instructional practice are necessary requirements for improving pupil achievement, and that just redistributing decisionmaking power and resources is not enough.

The study, which includes 150 secondary school teachers in twenty - eight states, is measuring «the impact of these instructional changes, such as more frequent assessment and types of classroom discourse, on student performance in algebra.»

In this study, support provided within the classroom was found to be linked to changes in teachers» classroom instruction and the adoption of new instructional materialIn this study, support provided within the classroom was found to be linked to changes in teachers» classroom instruction and the adoption of new instructional materialin teachers» classroom instruction and the adoption of new instructional materials.

An exhibited ability to work with children in a caring and respectful manner in order to create a joyful, caring classroom environment where instructional time includes community building, conflict resolution, skill - building, and empowering students to be peacemakers and agents for positive social change

The teachers attending the PD and perhaps working with an instructional coach in their classrooms should have a clear picture of the change in student achievement they are working to gain.

As an educator at heart for 20 years, Paula has taught in classrooms, led a NextGen school as the Instructional Coach, and witnessed district - wide change as a Personalized Learning Coordinator.

Highly effective professional development is more critical than ever in the months ahead as we move toward the changes in instructional practice that need to occur within classrooms as schools implement CCSS.

Many instructional coaches found great success as classroom teachers but struggle when coaching teachers to make dramatic changes in their practice, especially when focused on students who have had a history of failure in school.

She brings more than 25 years of experience as transformational educator, working as a practitioner in the classroom, a leader at both the school and district levels, and as a consultant and thought partner to drive instructional and systematic change in districts across the country.

Whether it's changing classroom culture or improving instructional strategy, we see results in as little as one week.

In short, it became clear that neither longevity nor experience translated directly into the technical expertise necessary to bring about meaningful instructional change; rather, narrowly focused, ongoing, and job - embedded professional learning experiences for principal were necessary to bring about measureable improvements in classroom practicIn short, it became clear that neither longevity nor experience translated directly into the technical expertise necessary to bring about meaningful instructional change; rather, narrowly focused, ongoing, and job - embedded professional learning experiences for principal were necessary to bring about measureable improvements in classroom practicin classroom practice.

So while Malloy and Jumoke congratulate themselves about their education reform achievements, parents in every other Hartford school would do well to remember, smaller class sizes, having a teacher and an instructional assistant in every classroom and providing more support services is not a result of Malloy's education reform efforts but a result of Malloy, the State of Connecticut and the City of Hartford actually stepping forward and providing the resources necessary to make appropriate changes --- changes that should be being made at every Hartford School if only elected officials would address the broader issue inadequate funding for Connecticut's schools.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

In addition, she works closely with local education agency (LEA) partners to provide direct support around the development, use, and refinement of student data review systems to drive changes in classroom instructional practicIn addition, she works closely with local education agency (LEA) partners to provide direct support around the development, use, and refinement of student data review systems to drive changes in classroom instructional practicin classroom instructional practice.

It is changing how middle school students learn and meet high standards for college and career - readiness by implementing instructional strategies that help all students learn and achieve, in every subject and every classroom.

But in districts without such resources, science teachers can use the ample instructional ideas available on the web to prepare classroom activities and lesson plans about renewable energy and climate change.

Training & Development Coordinator — Trace Enterprises, Seattle, WA — 9/2010 — 4/2013 • Oversaw the training and introduction of an average of 15 - 20 employees each quarter • Collaborated with colleagues to develop an innovative training program that combined classroom instruction with field experience • Modified and supplemented instructional materials to reflect changes in the industry • Coordinated logistics for various training sessions and verified the availability of technological equipment • Presented training materials to new employees with enthusiasm and confidence

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

• 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

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education classrooms.Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment.Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD.

Preschoolers in classrooms with more appropriate instructional and emotional support from teachers had lower stress levels; whereas preschoolers with less instructional and emotional support had higher stress levels with abnormal physiological changes in stress hormones.