Sentences with phrase «instructional changes teachers»

[1] Our report focused on the instructional changes teachers were making and the effectiveness of the training and support they were receiving.

Not exact matches

The rules change allows for an increase in the number of required instructional hours for teachers who go through the charter school program to 160 hours, up from 30 hours.

As the district gained 45 minutes of instructional time with this change, we released students 30 minutes early on Thursdays so our teachers could have regular, dedicated time for collaboration and data analysis with their colleagues.

Since a benefit change would only marginally increase beginning teachers» compensation, any initial bump in overall instructional effectiveness would be both fleeting and faint, if it exists at all.

For students to embrace the skills needed in a changing technology landscape, teachers must coordinate knowledge, instructional practices, and technologies to positively influence academic achievement.

Shawn Cornally provided wonderful suggestions on how teachers should change their gradebooks (and their instructional perspective) to logbooks, reflecting mastery of learning objectives rather than mere assignment completion.

Driven by changes already happening at the higher education levels and the need to prepare students for the 21st century workplace, blended learning provides the school with a variety of ways to address student needs, differentiate instruction, and provide teachers with data for instructional decision - making.

I don't mean tinkering around the edges — making a particular history lesson better or getting an individual teacher to alter his or her instructional strategies — but a lasting, substantive change, one that reshapes the profession.

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.

Schools should focus teacher evaluation and feedback efforts on the specific instructional changes required for the gap standards.

Students are used to changing classes and adapting to each teacher's instructional approach, Rush notes, so neither the technology nor day - to - day instructional changes seem to bother them.

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.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

As teachers and students become more comfortable sharing opinions and ideas, involving students in the instructional change process should become a routine part of our practice.

Figure 1 compares the magnitude of the effect of instructional days on standardized math scores to estimates drawn from other high - quality studies of the impact of changing class size, teacher quality, and retaining students in grade.

For example, we can track changes to the amount of instructional time dedicated to math, increases in common prep time for teacher teams, or implementation of flex time blocks to increase student agency.

In this context, a highly effective organizational learning environment is one in which teachers engage in learning behaviors such as speaking up, asking for help, admitting errors, and trying out new ideas that incorporate new knowledge to change their instructional practice.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.

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.»

The survey results offer specific details on the status of state plans for changes in teacher professional development, curriculum and instructional materials, and teacher - evaluation systems.

It does not address the changes we need to see in teacher compensation, the organization of the school day, the role of instructional leadership, and a range of other key factors crucial to getting the teacher - quality equation right in a workforce of 3,000,000 facing 200,000 teacher hires a year, due to high rates of turnover and mounting retirements.

Along with the expectation that they serve as instructional experts, principals also function as CEOs of their schools, with responsibilities that span from acting as organizational managers and change agents; to attracting, motivating, and retaining teachers; to planning professional development opportunities.

We find evidence supporting the scaffolded sequence: A fidelity - focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while a structured adaptive approach was more effective for teachers experienced with the intervention.

Such policies do help focus teachers» energy and attention on the appropriate content, but teachers may need help in learning to change their instructional practice.

States and districts can respond with any number of strategies, including more resources, instructional coaches, a change in leadership, and more effective teachers.

In other instances, they create the buy - in we get from teachers who see our curricular and instructional changes for what they're meant to be — ways to support them in their efforts to serve their students.

At the same time, the school - wide impact of teacher leaders is limited if they must facilitate instructional change one teacher at a time.

Standerford concluded that state and district policies had influenced the teachers» efforts by making them aware that changes were expected in reading instruction, but had not made clear for the teachers what those instructional changes should be.

In five of these 11 studies, changes in teachers» «instructional practices» were linked to their use of particular curriculum materials (Adey, 1997; Balfanz et al., 2006; Copeland & Gray, 2002; Gersten & Kelly, 1992; Gillis et al., 1991).

It is almost guaranteed that a reform program will have specific goals for instructional change that will shape the particular knowledge and skills teacher leaders will need.

Systematic evaluation of pupil progress: Regular monitoring of reading progress, used by all teachers, results shared, data used to make instructional changes

Video cases, in particular, may have value in presenting vivid, concrete images of desirable instructional practices that may help change the minds of prospective teachers.

Since the 1960's there have been many attempts to reform education; curricular changes, new approaches toward teaching reading and math, teacher preparation, programs for the disadvantaged, different instructional approaches, new technologies introduced, and so on.

The administrative / instructional coach partnership should now create a list of evidence indicators that would signal their leadership behaviors are creating the desired teacher changes.

Classroom teacher 4 showed the most change in her instructional practices between the fall and spring semester in all three of her reading groups.

Future researchers will need to address the challenge, finding meaningful ways to document student achievement while documenting formative measures of progress such as parents» understanding of instructional goals, teachers» priorities and their practice, teacher understanding, and surface - level changes in materials and activities.

The studies in this section suggest that instructional change in language arts does occur with reform, but that it is mediated by teachers» beliefs, knowledge, and their sense of accountability pressure.

In schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacy.

Since the 1960s, efforts to reform education — including various curricular changes, reading approaches, teacher preparation, money for the disadvantaged, and different instructional approaches — have failed to bring about true systemic change because the reforms fail to deal with a different definition of learning.

That's paid for instructional coaches for teachers, leadership coaches for principals, analysts to pore over student data, and pricey professional - development seminars on changing school culture.

Districts, teacher leaders, and distributed leadership: Changing instructional practice.

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 materials.

This proven set of instructional tools doesn't change WHAT is learned — the text books or curriculum standards — but HOW students learn and HOW teachers plan.

Although 90 % of the state's teachers report they have «changed» their teaching, fewer than 40 % say they have «adequate time to collaborate or adequate access to instructional resources and expertise» (Tennessee Department of Education, 2015, p. 15).

While teacher leaders can certainly engage in effective leadership work without the support of their principal, the resulting work typically does not lead to either broad or lasting, changes in instructional practices.

Technology can be an important component, but focus on changes to other core elements such as the student - teacher relationship, instructional approaches, learning environments, and how student progress is measured.

Teachers come away from this program feeling empowered, leading to a more positive perspective on why the instructional changes are needed and how they impact student learning.

Findings from these studies suggested that principals seek out teacher leaders» input around instructional issues and that these efforts have a positive impact on changes in school - wide instruction.