Sentences with phrase «instructional practice does»

Often, the data available to improve instructional practice does not include direct feedback from students.

If your learning team is anything like MOST of the teams that I work with in schools across America, my guess is that using CFAs as a tool for identifying weaknesses in your own instructional practices doesn't happen very often.

Best instructional practices do not differ based on economic, racial, or gender status.

Not exact matches

What is this doing on a list of literacy practices unworthy of instructional time?

Even if you don't engage in these specific activities, they provide a sense that there are specific instructional practices with strong research support.

So you do need a foundation in formative assessments and instructional practices, but the tools enable teachers to go beyond in other areas.

The related instructional delivery in the Instructor's Manual also does not appear to support clear sequencing, clear descriptions and demonstrations of skills to be acquired, nor are the student activities followed by practice and timely feedback — the essence of good pedagogical practice which should focus initially on high levels of teacher involvement.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

Instructional practices also do not seem to differ very much.

«If teachers do not deeply understand their standards — or the instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,» observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more classroom practices that reflect them than did teachers elsewhere.

«I think what's happening is that the next generation of educators is embracing the notion that to do well in their careers, they need not only strong capabilities in instructional practice, but also the capacity and confidence to engage with others in productive collaborations,» Higgins says.

Given these similarities, it appears that curriculum and instructional practices vary far more within each sector than they do among the three sectors.

Corwin partners with schools and systems to deliver training and tools that build capacity, have positive change on instructional practices, and put students at the heart of all we do.

This does not mean, however, that students» math achievement would rise if their teachers were to become worse at a few carefully selected instructional practices.

To do this, school leaders need to create the conditions through which instructional practices are continually improved in order to meet all students» needs.

Beliefs play a key role in what teachers do in the classroom — including their instructional practices, classroom management, and support provided to students.

At this week's staff meeting, we openly discussed which instructional practices work and which ones don't work.

What familiar practices and instructional strategies do you use that incorporate critical and creative thinking?

Here's a better line of inquiry: how do you coordinate knowledge, instructional practices, and technologies in order to positively influence academic achievement?

How do your instructional practices differ in virtual environments?

So when a school doesn't adopt social and emotional learning and restorative practices, it may continue to face discipline problems that affect student safety and morale and take up precious instructional time.

Alternative instructional practices based on active and problem - oriented learning presumably do not suffer from these disadvantages.

It's key we do this so as to check any biases we may bring to our instructional practices and curriculum.

Most pieces focused on instructional practices, but did not focus on a particular content area or subgroup of students.

Some researchers speculate that those programs didn't offer big enough rewards and that they focused too narrowly on test scores rather than the instructional practices teachers can control more directly.

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.

Most school systems operate substantially on autopilot — these things get done in routine ways, without much thought about how they affect the quality of instructional practice in the classroom.

With that additional money in hand, it seems obvious that schools below the cutoff would be doing more improvements than schools above the cutoff, such as using different instructional approaches, different hiring practices, developing teachers and principals and so on.

For her shrinking staff, that meant training them to do more with less, deepen their knowledge base, focus on strategies rather than events, and leverage instructional shifts to influence educational practice.

How do curriculum - based exams influence school policies and instructional practices?

But if we see a lot of failure on the Common Core assessments in 2015 and 2016 and little movement on NAEP, we'll now have a reasonable hypothesis to explain it: Schools didn't change their instructional practices, at least as they relate to assigning students more challenging texts.

Three studies reported that teacher leaders had influenced teachers» instructional practices, but did not specify the particular practices that had been impacted (Feldman & Tung, 2002; Race et al., 2002; Ryan, 1999).

It is interesting to note that accomplished teachers did not allocate any more time to independent reading than their peers, suggesting that this is an instructional practice amenable to school - level influences.

While we did not begin this research with an eye toward comparisons across three levels of effectiveness among the schools we selected, it turned out that the natural variations within our sample permitted us to meet our original goal of examining systematic relations among those performance outcomes, program elements, and instructional practices.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

In the simplest of terms, «value - added categorizations did not signal common sets of instructional practices across districts» (p. 352).

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with each other and their classroom practices?

Still, a troublesome pattern apparently persists: secondary school principals do not, according to our data, interact with teachers frequently and directly about instructional practice.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with one another, and their classroom practices?

As to why the principals did not link their observations to any discussion about instructional practice, or any attempt at broader efforts to unite teachers around a vision for the school, teachers said, for example, «He is supportive of my teaching philosophy.»

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

To do this work thoughtfully, teachers need a collection of effective assessment techniques that will integrate seamlessly into their everyday instructional practice.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

The analyses of instructional practices within levels of school effectiveness document the fact that, on average, teachers within effective schools operate differently than do teachers in other schools.

It's a set of questions that nags just about every parent with school - age kids: Does their child's teacher employ good instructional practices?

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

A group of studies (Fortner & Boyd, 1995; Gillis et al., 1991; Glazer et al., 2009, Manno & Firestone, 2006; Moore, 1992; Roehig et al., 2008, Russell, 1990; Slater et al., 1998) reported on teacher leader practices to support teachers» implementation of instructional materials, but did not examine the impact of these practices.

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.

So as an observer, you're trying to make sense of two people that are trying to do the best thing that they can for kids, and they're using, you know, instructional practice in a way that is so significantly different that it makes it really hard for us to be fair and consistent in our expectations.

The data indicate that when the teachers were observed utilizing an IWB in their social studies instruction, they shifted away from the student - centered instructional practices observed when they did not use the device.