Sentences with phrase «instructional lead teacher»

I ended up at a public middle school in Brooklyn, N.Y. I taught for three years; one of those years I was an instructional lead teacher.

Not exact matches

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

«The whole process is based on what the teacher is looking for,» adds Tony Borash, a lead instructional coach.

Their work may include designing processes, planning use of resources, leading professional development, providing observation and feedback, and offering instructional coaching, but they are not teachers.

We find that increased spending that leads to reductions in class sizes, increased teacher salaries and more instructional school days in a year improved outcomes.

Throughout her 25 - year career as a network leader, instructional coach, teacher and consultant, Hillary has drawn on her social and emotional skills to help organizations, schools, and teachers improve performance by framing issues, building teams, leading difficult conversations, and facilitating problem solving.

These successes led to teacher requests to try new instructional strategies and assessments created through our curriculum - review process.

One of LPS's lead math teachers, Mike Fauteux, wanted to improve student engagement and address his students» individual learning gaps, so he began experimenting with new instructional practices that used Google Sheets and OER to provide students with self - guided learning experiences.

When teachers and school leaders can collaborate on curricula, instructional practice and assessments, it leads to better outcomes.

Minimally effective teachers who chose to stay at DCPS improved their performance by roughly 11 - points on the IMPACT scale, suggesting that threat of dismissal lead to successful instructional improvement efforts.

Rising costs have led states and districts to scale back their spending on instructional costs, including on teacher salaries, and cut retirement benefits for new workers.

But we mustn't lose sight of the fact that Fateaux successfully restructured his class from a teacher - led instructional model to a student - directed one using just spreadsheets and elbow grease.

Creating time and opportunities for teachers to share ideas has led to «a common language about student learning and has accelerated our use of instructional technology,» Moore notes.

«Schools would develop a team led by the principal because this is all based on instructional leadership which sees the principal as having the greatest impact on teachers and teachers having the greatest impact on students.

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.

Teachers Take Lead in Instructional Talk Throughs To meet teachers professional development needs, one districts administrators developed Instructional Talk TTeachers Take Lead in Instructional Talk Throughs To meet teachers professional development needs, one districts administrators developed Instructional Talk Tteachers professional development needs, one districts administrators developed Instructional Talk Throughs.

This three - day workshop is designed to equip instructional leaders to lead their own Bridges Getting Started Workshops in - district for new hires or new - to - grade - level teachers.

have been trained to support teachers» instructional practice so every classroom is led by a strong teacher

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

In other schools, teachers shared planning time, learned about data to guide instructional decision making, and got regular support from a coach or lead teacher.

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?

Whether the measure is graduation rates, improved instructional quality, last year's improvement in the lowest - performing schools targeted for special intervention, a nation - leading new collective - bargaining agreement, the addition of many new high - quality public schools, increased parental choice, or a material increase in the proportion of effective teachers, the arrow is pointed decidedly up in Newark.

Senior teachers, appropriately compensated, lead instructional teams of other teachers, novices, and untrained personnel.

State and local authorities require students to take certain courses, minutes of classroom instruction are specified, limits on the ratio of students to teachers are set, textbooks are approved, and teachers leading instructional activities are certified by the state.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

Teacher allocates time within a lesson by selecting high - impact instructional strategies that lead students to mastery of lesson objectives.

The opportunity to work beside the teachers as an instructional coach led to outstanding work.

The Teaching, Leading, & Learning Collaborative (TLLC) supports states as they identify and take action on policies to improve teachers» and leaders» instructional practices that will help prepare all students to graduate ready for college, careers, and life.

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

Catapult Learning is in search of a Math Lead Coach to provide instructional expertise in mathematics to support teachers in a K - 12 setting.

What to know: In 2014, Georgia adopted a four - tiered certification structure aligned with opportunities that allow teachers to lead their peers in professional growth while remaining in the classroom.31 New teachers are either at the «pre-service» or «induction» level, while more experienced educators have «professional» and then «advanced» licenses or «lead professional» licenses.32 Expert teachers at the «lead professional» certification level are offered instructional leadership opportunities through mentoring and coaching roles.

Prior to joining NCTR, Anne was the Director of Teacher Development for Civitas Education Partners leading instructional coaching, new teacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in CTeacher Development for Civitas Education Partners leading instructional coaching, new teacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in Cteacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in Cteacher evaluation systems for four of the CICS charter schools in Chicago.

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

These schools have dedicated teachers led by an instructional leader who has student achievement as the main goal of the school.

It allows teachers, supervisors, and instructional support professionals to work together to determine specific areas on which to focus professional development, leading to systemic support for differentiated professional learning.

The effort provides districts with resources and support to ensure that local technology and digital learning plans align with instructional best practices, are implemented by highly trained teachers, and lead to personalized learning experiences for all students, particularly those from traditionally under - served communities.

Each lead teacher learns and implements research - based instructional practices, such as «Thoughtful Classroom» strategies and tools, in his or her classroom.

Through her residency experience, Erin was able to focus on providing instructional coaching to teachers, leading professional development and data analysis sessions, and facilitating parent engagement workshops.

In Opportunity Culture schools, Multi-Classroom Leadership creates the potential for aspiring teachers to experience paid, full - time, yearlong residencies led by excellent teachers who lead instructional teams.

Findings from across these studies suggest that teacher leaders are more likely to provide instructional support when leading teacher teams within their subject area focus, although the form of instructional leadership may be influenced by subject area.

During the 2013 — 2014 school year, Facing History worked with lead teachers around the country to develop Facing History units that combined our content and pedagogy with performance tasks created using the Literacy Design Collaborative's online instructional design system.

Since leaders can not lead what they don't know, the work begins with a firm grounding in a research - based instructional framework, in this case, CEL's 5 Dimensions of Teaching and Learning ™ and its alignment to Louisiana's Compass Teacher Rubric.

Leading development as part of instructional planning and practice allows advanced teachers to improve others» work and their own, expanding their impact on students and peer teachers, without leaving the classroom.

These sessions are led by any member of the staff, from an administrator to a classroom teacher, instructional coach, or specialist.

In all cases, teacher - leaders responsible for developing the instructional practice of other teachers must work collaboratively with others and, in most cases, should continue to teach as well as lead.

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.

New York City Department of Education: Teacher Leadership Programs http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Opportunities/teacherleadership/default.htm New York City offers a variety of opportunities for teachers interested in teacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teTeacher Leadership Programs http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Opportunities/teacherleadership/default.htm New York City offers a variety of opportunities for teachers interested in teacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teteacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teachers.

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.

Little (1995) reported that teacher leaders who led teams of teachers organized around subject areas derived their authority from their subject area affiliations and were better positioned to provide instructional support than teacher leaders who led interdisciplinary teams.

How Principals Use Multi-Classroom Leadership in School Turnarounds: Vignettes profile four turnaround principals leading instructional team of teacher - leaders http://opportunityculture.org/How-principals-use-multi-classroom-leadership-in-school-turnarounds