Specifically, the state now requires districts to create local policies that ensure that they are «meeting
the instructional needs of each individual student» and to show that they provide alternative means of demonstrating achievement such as extended learning opportunities, career and technical education courses, and distance education.
Not exact matches
Surveys from district staff indicate a
need for exemplary models
of how to analyze
student data to determine which practices work best for which
students, adapt
instructional practices to meet
students»
individual needs, and develop curriculum - embedded formative assessments.
In this third webinar on the 4 Dimensions
of Instructional Leadership ™, school leaders learn how to establish rigorous expectations for every
student while responding to
individual student's
needs as well as the diversity
of students in the school by creating effective systems
of collaboration.
Personalized learning is an
instructional approach that will accelerate
student learning by tailoring the
instructional environment to address the
individual needs, skills and interests
of each
student.
iObservation maps differentiated and targeted professional development resources to areas
of need for each
individual based on classroom practice,
instructional techniques, and
student achievement.
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.
As you walk through Disney II classrooms, you will see:
students working through challenging material that has been individualized to the
students»
instructional needs, integrated projects with technology, art and music, a variety
of unique
individuals that support our
students ranging from parents, senior interns, to retired teachers volunteering.
Teachers
need not only a thorough understanding
of their subject area and
instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with
individual students and small groups, and reviewing and commenting on
student work.
Many
of the ideas Rose offers in The End
of Average are at the core
of CityBridge's education innovation work with local practitioners, who aim to design
instructional models tailored to every
student's
individual needs, interests, and skills.
Our
instructional resources and strategies give our «coaches» the power to effectively tailor their
instructional practices, accommodating the
individual needs of the learner with the goal
of achieving
student mastery.
Many elementary school teachers find that this differentiated
instructional strategy is an effective way for
students to reach the same goals while taking into account each
of their
students»
individual needs.
Implement
instructional strategies, learning tasks, materials, and technology that reflect consideration
of and accommodation for
individual needs of students assigned.
The teacher will plan IEP's, curriculum, prepare lesson plans, and prepare other
instructional materials to meet the
needs of each
individual student that I ncldues physical, emotional, and education levels
of development.
Refers to a wide variety
of educational programs, learning experiences,
instructional approaches, and academic - support strategies that are intended to address the distinct learning
needs, interests, aspirations, or cultural backgrounds
of individual students and groups
of students.
Analyzing data to determine
individual students» areas
of strength and areas in
need of improvement and using this data to influence
instructional decisions
The purpose
of Sandusky City Schools Regional Center for Advanced Academic Studies is to provide a world class education to identified gifted
students through innovative curriculum and
instructional models designed to meet the
individual needs of each
student.
Individualized learning — An educational approach wherein the teacher varies the learning objectives,
instructional methods, content, and assessment methods based on the
needs of individual students.
Focusing on evidence prompted further discussions about lesson planning, learning progressions, tiered levels
of support, and new
instructional strategies to move
individual students from where they are to where they
need to be.
Teachers personalize
instructional strategies and interventions to address
individual learning
needs of students when necessary.
The one - year Idaho School Leadership Fellowship will ultimately prepare an
individual for all aspects
of school leadership; including responsibility for planning, implementing, managing and leading the academic and
instructional needs of the
students and staff in one
of Bluum's ’20 in 10 ′ partner schools.
Through Special Education and supportive technology,
instructional techniques, materials, and equipment will be adapted to meet the
individual educational
needs of the exceptional
student while maintaining, to the extent possible, the educational program and setting that is available to the general education population.
Performance Standard 3:
Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual le
Instructional Delivery The teacher effectively engages
students in learning by using a variety
of instructional strategies in order to meet individual le
instructional strategies in order to meet
individual learning
needs.
The term
student - centered learning can refer to a variety
of educational programs, learning experiences,
instructional approaches, and academic support strategies that address the distinct learning
needs, interests, aspirations, or cultural backgrounds
of individual students and groups
of students.
Using information compiled from school and district data, along with an array
of resources and best practices, TKG
instructional coaches customize an
instructional support plan based on the
individual needs of each district, school, teacher, and
student.
Monitoring
student progress and potential: Knows and understands
students as
individuals in terms
of ability, achievement, learning styles and
needs, monitors and assesses
student progress, uses data to make
instructional decisions, and gives clear, specific and timely feedback.
At the same time, standards should not be so prescriptive that they inhibit the professional judgment
of districts and
individual teachers, or deny them the flexibility that they
need to tailor
instructional strategies to the
individual needs of students.
Teachers can encourage
students to become active participants in the classroom community by tailoring their
instructional reading strategies and methods to the
needs of their classes and the
individuals in those classes.
K12 will provide comprehensive wraparound services targeted to
individual student needs and for the benefit
of the school community: development
of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each
student's education to their own
individual learning plan; academic success at the school and
individual student levels resulting from teachers» instruction and constant monitoring
of student growth and achievement with interventions as
needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment
of unique settings for
students and parents to interact; connecting
students on a regular basis with
students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite
of services and
instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for
students; school led trips, for example, visits to colleges, grade level specific trips such as
student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network
of K12 counselors; school community service opportunities;
student developed
student body council; school extracurricular activities: possibilities would include the development
of a golf club, chess club, bowling club.
Educators calibrate
instructional decisions based on the
needs of individual and groups;
students shift their performance based on feedback.
The district's definition
of personalization is «seeking to facilitate
student learning by tailoring the
instructional environment - what, when, how, and where learning occurs - to address the
individual needs, skills, and interests
of each learner.
Systems
of inquiry will build true implementation
of the standards by using data from assessments — from the Smarter Balanced Assessment Consortium or the Partnership for Assessment
of Readiness for College and Careers and locally chosen or developed assessments aligned to the standards — to provide feedback to
students about their learning
of standards, to identify
individual students»
instructional needs, and to make adjustments to the curriculum and improve instruction.
Help teachers use a variety
of instructional strategies and settings that identify and accommodate
individual learning
needs and engage
students.
Functions The teacher leader: a) Facilitates the collection, analysis, and use
of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation
of instruction,
student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues»
individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge
of colleagues to address curricular expectations and
student learning
needs; e) Uses knowledge
of existing and emerging technologies to guide colleagues in helping
students skillfully and appropriately navigate the universe
of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes
instructional strategies that address issues
of diversity and equity in the classroom and ensures that
individual student learning
needs remain the central focus
of instruction.
• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the
individual needs of the
students • Encourage
student enthusiasm for learning processes by working with each
student on an
individual basis • Observe
students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate
students periodically to determine progress and
need for intervention • Handle
student record management tasks • Assist lead teachers in make
needed adjustments to the
instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor
students in groups and individually in order to enforce concepts taught in class • Assist
students with assignments or in understanding difficult concepts • Supervise
students during instruction and in the absence
of the lead teacher • Organize and supervise games during activity time • Assist
students during lunch time and with their toileting
needs • Handle instruction resource research activities and hand out materials to
students • Take and record class attendance • Assist
students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects
KEY COMPETENCIES • Exceptional knowledge
of developing and implementing middle school lesson plans • Vastly trained in using appropriate
instructional strategies aimed at meeting
individual students»
needs • Strong communication skills targeted at imparting classroom instruction • Excellent knowledge
of managing
student behavior in accordance to the Student Code of
student behavior in accordance to the
Student Code of
Student Code
of Conduct
Adapted lesson plans to meet the
needs of individual students and provided
instructional assistance to head teacher
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
• Track record
of providing
instructional support within special and general education classrooms as required to meet the
students»
needs • Skilled in
student evaluation and
need assessment • Substantial knowledge
of and ability to cater for
students» age related developmental cognitive, social and psychological
needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with
students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case
of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop
need based individualized educational plans and implement the same in light
of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing
individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the
students» parents and teachers to discuss progress • Track record
of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery
of highest standards
of classroom support, maintenance
of an interactive atmosphere and provision
of specially designed AV aids for special
needs students
• 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
Strong facilitator who is competent at devising and implementing special
instructional strategies to meet
individual needs of students.
• Singlehandedly develop an interactive learning program based on
individual students» learning abilities, resulting in increased positive response from the
student body • Train fellow special education teachers in using sign language with
students with hearing and speech problems, which resulted in increased
student confidence • Create and implement curriculum based on the
individual requirements
of each
student enrolled in the special
needs class • Design, develop and implement lesson plans to meet each special
student's requirements • Assess each enrolled
student to determine his or her
individual capabilities and limitations • Provide both direct and indirect
instructional support to
students by employing special education strategies and techniques • Teach socially acceptable behavior by both instructing it and modeling it effectively
Interpreted oral and translated written materials between the native languages (Ukrainian, Russian, Polish) and English for
students, parents and school staff, worked with
individuals or small group
of students tutoring them as requested by teachers, assisted with the development
of instructional materials appropriate for ELL
students, aquired and maintained familiarity with the State Academic Standards, served as a liaison between
students, parents, and school administration, communicated to the teachers any unusual situations or
needs of students, performed other duties and responsibilities within the scope
of employment.