Sentences with phrase «instructional practice improvement»

Not exact matches

All leaders, regardless of role, should be working at the improvement of instructional practice and performance, rather than working to shield their institutions from outside interference.

Professor Nonie Lesaux's J - term course, Connecting Literacy Assessment with Instructional Improvement: Response to Intervention in Practice.

Instructional rounds, as defined by City, Elmore, Fiarman, and Teitel (2011), is a disciplined way for educators to work together to improve instruction and is a practice that combines three common elements of improvement: classroom observation, an improvement strategy, and a network of educators.

What I found is that schools that exceed expectations — as well as those that are making significant improvement from a base of overall poor performance — engage in the extensive practice of six research - informed instructional strategies and develop a culture that communicates high expectations and support for all students.

The program examines four leadership themes — school improvement, instructional practice, student / adult connections, and motivation and engagement strategies — and looks at how to adapt and implement specific leadership strategies.

If, however, teachers must choose a smaller number of practices on which to focus their improvement efforts (for example, because of limited time or professional development opportunities), our results suggest that math achievement would likely benefit most from improvements in classroom management skills before turning to instructional issues.

The distributed perspective helps us understand how leadership practice links to instructional improvement, however organizations define the nature such improvement.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Teachers need practice and appropriate protocols, which can be obtained from outside the school or developed internally, to develop their capacity to look at student work as a means of instructional improvement.

Another course I loved was [Professor] Nonie Lesaux's H811C: Connecting Literacy Assessment with Instructional Improvement: Response to Intervention in Practice.

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

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.

School leaders should participate in ongoing training in using data to inform school improvement and instructional decision making and in motivating their staff to engage in these practices.

Previously, Ben worked alongside K - 12 educators in schools, providing both professional development and analytical support related to the effective use of data to enhance instructional practice and support school improvement.

He received his doctorate from St. John's University where he conducted a study on the effectiveness of classroom observation practices for the purpose of instructional improvement.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

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 leaders.

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.

The improvement of teaching practice is a much larger piece of instructional leadership — an important construct that has gained much attention in recent years.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

As a practice for continued improvement, teams of observers use instructional rounds to grow their inter-rater reliability.

Partners participate in a community of practice grounded in on - site observation of a residency program, focused on program and instructional improvement.

Here, similar to the procedure we followed in Section 1.4, we approach the identification of effective leadership practices using grounded theory to explore the perceptions of teachers and the actions of principals around instructional improvement.

The Program Features survey includes questions concerning candidate selection practices, program design, core content, instructional delivery approaches, candidate assessment practices, program improvement, and accreditation (see more details below).

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?

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?

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

A Targeted Process for Overcoming Challenges of Practice and Getting Results Using instructional tools, the Thoughtful Classroom team can help you build a customized improvement plan focused on overcoming those challenges of practice that are impeding achievement in your school or dPractice and Getting Results Using instructional tools, the Thoughtful Classroom team can help you build a customized improvement plan focused on overcoming those challenges of practice that are impeding achievement in your school or dpractice that are impeding achievement in your school or district.

The second practitioner panel featured two rounds, where panelists reflected and built on ideas elicited during the first practitioner panel and offered new insights around the relationships between teacher leader selection, preparation and practice and combinations of strategies used to support instructional improvement.

«Deliberate Practice for Deliberate Growth: Teacher Evaluation Systems for Continuous Instructional Improvement»

Organized into three action areas, this framework - when taken in total and well executed - should create dramatic improvements in a principal's instructional leadership practice.

While each district featured had its own way of organizing its work for making and sustaining improvements in instructional practice and student learning, each of them implemented a set of practices that, when used in an aligned and coherent manner, are associated with higher student achievement.

Moving from novice to emerging, accomplished and expert, each level of practice describes the appropriate leadership behaviors for each of the four dimensions of instructional leadership (vision, mission and learning - focused culture, improvement of instructional practice, allocation of resources, and management of systems and processes) and their subdimensions.

Designing and / or facilitating professional development for classroom teachers is one of a variety of strategies teacher leaders can use to support the improvement of teachers» instructional practice.

She has spent her career seeking solutions to close the achievement gap, in part by supporting the improvement of instructional practice at both the school and system levels.

According to the results of a new research study conducted by Project Tomorrow in collaboration with DreamBox Learning, «Creating a school culture that supports professional learning for teachers, both in school and out of school, can result in increased teacher confidence in their instructional practices and a mindset for continued improvement.»

These kinds of interactions between teacher leaders» and principals» practice help shape the overall direction of leadership and instructional improvement in schools.

In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adults.

The Office of School Improvement promotes student learning and achievement by assisting schools and school divisions in the implementation of effective instructional strategies and best practices.

We strive for effective instructional practices and the improvement of access to quality educational instruction, resources, and programs to ensure evidence ‐ based, developmentally appropriate practices.

The observation - based evaluations in Cincinnati, for example, have led to improvements in teacher effectiveness, [17] as has the IMPACT evaluation system in Washington, D.C. [18] Both of these programs provide feedback to teachers on their instructional practices.

In this new column for Educational Leadership, experienced researchers at the American Institutes for Research will discuss research - based practices, providing educators on the front lines of school improvement efforts with the information they need to make the best instructional decisions.

What evidence do you have of student achievement, attendance, parental involvement, student behaviors, teacher retainment, course selections, graduation rate, instructional practices, teacher collaboration, polices and procedures that are effective, overall satisfaction with your school and other factors that can support the frame for continuous improvement?

Examining their own classroom's reflection, the teacher identifies the four highest - priority standards, considers why these knowledge gaps exist, and considers various instructional practices for improvement.

We created the 4 Dimensions of Instructional Leadership to offer a set of best practices that could guide instructional improveInstructional Leadership to offer a set of best practices that could guide instructional improveinstructional improvement efforts.

Both Leithwood and Jantzi (2008), and Fullan (2008) recommend focusing on specific effective instructional practices as a part of the district's improvement process.

She is an applied mixed - methods researcher with more than 15 years of experience in the fields of instructional and school improvement and the implementation of evidence - based practices in school settings.

Additional and more specific guiding questions to reflect on current practice and help uncover potential areas for instructional improvement.

Indicator 3.10 — Agency and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

These tools have been invaluable in allowing the district's leadership team to launch a series of important improvements in staff training, instructional practices, and expanded preschool and kindergarten programs.