Not exact matches
Through a 2 - year professional development program that incorporates continuous quality improvement methods, UBC provides
classroom teams and school
leaders training and
in -
classroom coaching to maximize language
instructional strategies,
instructional time, effective interactions and attendance.
The new evaluation systems have forced principals to prioritize
classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be
instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen
in the past
in many schools — developments that teachers say makes their work more appealing.
Teams can be comprised of
classroom teachers,
instructional leaders, school
leaders, administrators, and other educators
in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).
But edtech innovations hold real promise for improving student learning outcomes if education
leaders use them to redesign
classroom and school models
in ways that transform teachers»
instructional practices.
School
leaders must make sure
classroom teachers are using
instructional strategies
in a way that reaches all students and are taking appropriate steps to improve teacher competence when this goal is not being met.
So,
in addition to the commitment to be
in classrooms more, and be more of an
instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.
And then once it begins to grow, your job as a principal is to provide what it is that they're asking for, because before you know it, you have a school full of
instructional leaders, and your
instructional leaders have to be those folks that are
in the
classroom, knowing what kind of tools they need to do the job that they do everyday.»
But what strategies can principals and
instructional leaders at the elementary level use to ensure that
classroom technology is integrated
in ways that are meaningful and augment essential knowledge and skills?
In this webinar,
instructional leaders and district administrators will learn how to bridge the gap between wide - ranging research and
classroom applications.
Oct. 15, 5 p.m. ET: Using Technology to Personalize Learning
in Elementary Schools Two
leaders in connected learning will explore strategies that principals and
instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that
classroom technology is integrated with instruction
in ways that are meaningful and augment essential knowledge and skills.
Puts the reader
in the
classroom and allows the reader to easily visualize the
classroom setting and the teacher as the
instructional leader, leaving the reader wanting to know more through providing ample
classroom examples.
Lisa has a passion for curriculum, instruction, and assessment; her early work
in her own
classroom with both curriculum mapping and formative assessments as
instructional tools has led her to her current role as a
leader of assessment
in her district.
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).
In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leader
In particular, rich data on SIG schools
in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leader
in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for
instructional improvement such as opportunities to visit each other's
classrooms and to receive meaningful feedback on their teaching practice from school
leaders.
This takes many forms — from working
in classrooms to help teachers adopt effective
instructional practices to helping school
leaders establish effective human capital management systems.
Ryan (1999) reported that,
in the three schools studied, teacher
leaders influenced student opportunities to learn by providing
classroom teachers with
instructional and material support.
Glazer et al. (2006) reported that teacher
leaders employed demonstration lessons to introduce pedagogical techniques and then transitioned to other forms of
instructional support (such as
classroom observations) as teachers implemented these techniques
in their
classrooms.
Graduates of the program work as master teachers
in P - 12
classrooms, and as school or district
instructional technology
leaders, staff developers, and curriculum designers.
Further, it provides an overview of ways
in which
classroom teachers, teacher
leaders, reading specialists, principals, and former
instructional coaches can take on roles to provide professional development, foster teacher collaboration, and initiate data - based decision making within schools.
This takes many forms — from working
in classrooms to help teachers adopt effective
instructional practices to helping school
leaders establish effective human capital management systems to customizing after school programs.
Using CEL's 5 Dimensions of Teaching and Learning ™
instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of
classroom teaching, bringing to life CEL's long held belief that
in order to support high quality teaching, district and school
leaders must be able to recognize quality
classroom teaching and possess the ability to help teachers improve
in their practice.
While all studies
in this set reported positive effects due to various teacher
leaders practices
in support of the implementation of
instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers»
classroom was more effective than other forms of support.
Speaking from more than 40 years of experience
in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school
leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments
in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound
instructional decision making and better learning
in the
classroom.
Studies that examined a program to train teacher
leaders to provide
instructional support to
classroom teachers offered few findings specific to teacher
leader engagement
in lesson planning as one such support strategy.
Prior to partnering with Kickboard, school
leader Dawn Love calculated that the 1,600
classroom behavioral infractions
in her school during the 2013 - 14 school year equated to 25,395 minutes of missed
instructional time.
The initiative created an
Instructional Teacher
Leader 2, or ITL2, designation that allowed participants to keep one foot
in the
classroom and place another
in the world of coaching and evaluation.
Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher
leader practices
in support of
instructional materials implementation,
in which teacher
leaders worked directly with teachers
in their
classrooms, such as by co-teaching, conducting demonstration lessons, and observing teachers»
instructional practice and providing feedback.
We accomplish this through a strong human - centered focus on organizational culture, the collective efficacy of teachers and
leaders, and
instructional excellence
in the
classroom.
For example, negative personal
leaders have a direct effect on school culture, which
in turn could affect
classroom instructional outcomes.
Latz et al. (2007) and Yost et al. (2009) included findings that teacher
leader support to
classroom teachers
in the implementation of
instructional materials benefited from a deep understanding of the content area and
instructional materials, but the nature of the benefits were not specified.
Programs that prepared teacher
leaders to engage
in unspecified
instructional support to teachers (Fancsali, 2004; Fortner & Boyd, 1995; Frechtling & Katzenmeyer, 2006; Harris & Townsend, 2007) reported that teacher
leaders designed and / or facilitated professional development as one of several strategies for supporting
classroom instruction.
In providing professional development, teacher
leaders focus on particular subject matter content or pedagogical approaches intended to build the
instructional skills and abilities of
classroom teachers.
The fall 2014 symposium explored how to support aspiring teacher
leaders, especially those who want to stay
in the
classroom as
instructional leaders and more.
This work involves (1) hearing about the strategies BMTN teachers are testing and refining, and having teachers the
leaders are working with test out the strategies
in their
classrooms; (2) sharing resources and strategies that BMTN teachers might use
in their improvement projects, (3) providing insights into policies that might affect the
instructional work of the network; and (4) helping recruit additional teachers and
instructional leaders to the network.
Amy has since completed countless
classroom observations through work as a peer validator evaluating practices
in Newark and New Haven schools, and
in providing embedded, ongoing support for
instructional leaders and teachers
in the areas of high quality observation, feedback, and teaching and learning across Connecticut.
District level educators can analyze sweeping patterns and trends while
instructional leaders can employ fast and flexible reports to shape curriculum and instruction
in the
classroom in real - time
Data sources included: interviews with district and school
leaders, coaches, and teachers; observations of coaches» work, professional development sessions, and
classroom practice; and artifacts (e.g.,
instructional materials, professional development handouts, posters
in classrooms).
District
leaders (e.g. director of instruction, district level coaches, director of new teacher induction, etc.) school
leaders,
classroom teachers working
in middle and high schools (new teachers will find this institute particularly beneficial),
instructional coaches, department heads, special education coordinators, and other educators.
In order to build classroom and instructional leaders who are committed to and support one another's growth, candidates meet in cohorts and small inquiry groups and develop the habits of mind to look deeply at their own and each others practice, offering feedback and inquiries to help one another identify the obstacles and avenues to great wor
In order to build
classroom and
instructional leaders who are committed to and support one another's growth, candidates meet
in cohorts and small inquiry groups and develop the habits of mind to look deeply at their own and each others practice, offering feedback and inquiries to help one another identify the obstacles and avenues to great wor
in cohorts and small inquiry groups and develop the habits of mind to look deeply at their own and each others practice, offering feedback and inquiries to help one another identify the obstacles and avenues to great work.
(Carol Ann Tomlinson) which outlines areas of tension between the two fields and suggests areas where
leaders might collaborate; (4) «Differentiating Instruction for Advanced Learners
in the Mixed - Ability Middle School Classroom» (Carol Ann Tomlinson) which provides specific suggestions for differentiating curriculum; and (5) «
Instructional and Management Strategies for Differentiated, Mixed - Ability Classrooms» (Carol Ann Tomlinson) which provides a matrix of instructiona
Instructional and Management Strategies for Differentiated, Mixed - Ability
Classrooms» (Carol Ann Tomlinson) which provides a matrix of
instructionalinstructional strategies.
Instead, it is a tool to a) record research - based practices observed during
classroom instruction (or students» independent use or application of those practices), b) identify practices
in need of refinement, c) guide productive conversations between
instructional leaders and teachers, and d) inform professional development needs.
If the principal is an
instructional leader in your school, they are going to evaluate you on not just whether kids are getting good grades, but on what they see
in that
classroom.
Including a chart like the one above as part of an
instructional leader's regular practice requires that they have a consistent system of gathering relevant data on what is happening
in their school and
classrooms.
Please reach out if you are interested
in attending or hosting an executive briefing on the topics above, would like a facilitated webinar session with one of the consultants or authors who are Meteor's thought
leaders, or are interested
in discussing possible
instructional and environmental designs for your
classrooms.
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.
Ideal for any teacher or
instructional leader interested
in unleashing the high intellectual performance and self - determination of students by operationalizing culturally responsive teaching within and / or across
classrooms.
Instructional leaders who are in roles meant to support teachers (e.g., principals, administrators, instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing stud
Instructional leaders who are
in roles meant to support teachers (e.g., principals, administrators,
instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing stud
instructional coaches, teacher
leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into
classroom practice, thereby increasing student learning.
Advancing formative assessment
in every
classroom: A guide for the
instructional leader.
Some have passed along that data to principals and
instructional leaders to guide school improvement work, but few have sent it all the way to teachers, who make the day - to - day decisions
in classrooms.
She has served as a department head, teacher
leader, and
instructional coach (for differentiation)
in elementary, middle, and high school
classrooms.