Sentences with phrase «instructional practices and policies»

There is general agreement among educators and policy makers on the need for a new approach to school leadership through «teacher leaders,» «hybrid teachers,» or «teacherpreneurs» — educators who continue to work with students in classrooms, while also coaching or otherwise supporting peers, and actively shaping instructional practice and policies.

Not exact matches

«Education Policy Research: Framework and Practice,» Education Policy Analysis Workshop Instructional Notes, Harvard Institute for International Development, (1998)

-- Beth Schueler is a fourth - year doctoral student in the Education Policy, Leadership, and Instructional Practice concentration.

from City College of New York before coming to the Ed School as a doctoral candidate in the Education Policy, Leadership, and Instructional Practice Program.

My passion is educational policy and instructional practice in mathematics education.

Education Policy, Leadership, and Instructional Practice focuses on learning among children, adolescents, and adults and its connections to the organizations, institutions, and policy settings in which it oPolicy, Leadership, and Instructional Practice focuses on learning among children, adolescents, and adults and its connections to the organizations, institutions, and policy settings in which it opolicy settings in which it occurs.

Duraisingh, who received her doctorate from the Educational Policy, Leadership, and Instructional Practice Program at HGSE, focuses on how young people use the past to help make sense of their own identities, lives, and values.

These findings also highlight the importance of taking a close look at the practices and instructional policies at the school level, rather than solely concentrating on district - level policies.

Whether redesigning their instructional model, changing human capital policies and practices, or preparing for replication, charters need time to prepare for new initiatives.

What is truly alarming are the racially disparate impacts on instructional loss caused by discriminatory discipline policies and practices.

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

Low - and high - poverty schools differ along many dimensions that likely influence what constitutes effective educational practice, including curriculum choice and implementation, instructional methods, personnel policies, and all the other day - to - day decisions that combine to create the educational environment.

Serving classroom teachers and instructional leaders with news, information, opinion, and service journalism, the online Education Week Teacher promotes professional engagement, idea - sharing, and a lively but civil discourse on issues of education policy and teacher practice.

An online database providing state and territory policies and practices related to the acquisition of digital instructional materials in K12 education.

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.

«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 addition to examining the intersection of race and educational policy, Diamond also has written about «distributed leadership» — a way of understanding how multiple actors are involved in leadership and how leaders have an impact on instructional practice.

At the Askwith Forum on October 15, Rich Milner examines the structural and social policies that shape educators» mindsets in regard to race and considers how we can support instructional practices that address race and poverty in meaningful ways.

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

In addition, findings here suggest that the link between state policy and principals «instructional behavior is rather loose, owing to the moderating effects of district policies and practices.

These differences in instructional practices reported by Michigan and California teachers are consistent with the emphasis given to dissimilar aspects of the language arts reform policies in the two states.

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.

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

From makerspaces and outdoor learning to restorative justice practices and instructional rounds, school leaders are charged with responding to today's realities — shifting demographics, technological advances, and new policies and initiatives — all in ways that keep students» well - rounded learning experiences at the center.

Through the Teaching, Leading, & Learning Collaborative (TLLC), CCSSO will support states as they work to identify and take action on policies aimed at comprehensive approaches to improving teachers and leaders» instructional practices with a focus on the implementation of college - and career - ready (CCR) standards.

Mike Stryer is California senior executive director of Teach Plus - focused on elevating teacher leadership in policy and instructional practice.

To retain and support teachers, schools should: coordinate instructional practices and curriculum across classes; develop and consistently follow schoolwide policies to promote orderly and disciplined learning environments; offer school - based, socio - emotional and psychological support; and create and prioritize schoolwide initiatives for engaging parents.

In that spirit I invite district and school leaders to examine closely the extent to which you have a clear and compelling picture of instructional leadership; the extent to which there is internal clarity around that vision; and the extent to which the district has operationalized that vision in its policies, district practices and allocation of resources.

The goal of Principal Shadowing Day was to allow decision - makers to experience how policy impacts practice by illuminating the realities of principals» jobs, such as leading instructional shifts and implementing new curricula aligned to the Common Core State Standards (CCSS).

Instructional practice in the context of converging policies: Teaching elementary - level mathematics to students in an inclusive and tested grade.

To take full advantage of these opportunities policymakers and educators should rely on the best available evidence to shape state and district policies and to inform classroom instructional practice for EL students.

Through the Teaching, Leading, & Learning Collaborative (TLLC), CCSSO will supports states as they work to identify and take action on policies aimed at comprehensive approaches to improving teachers and leaders» instructional practices with a focus on the implementation of college - and career - ready (CCR) standards.

Released by the What Works Clearinghouse (WWC), a federal initiative that aims to inform educators and policymakers as they work toward improving education, the compiled resources also include an instructional video that shows how to use the WWC when making decisions about new math programs, policies, and practices.

During her 32 - year tenure as consultant and administrator with the California State Department of Education, Dr. Trejo implemented state policies; disbursed funds to improve curriculum and instructional practices; and administered programs to support underprivileged children, underperforming populations, and English learners.

The fact that many teachers come into the profession with little in the way of subject - matter competency and training in classroom instructional methods — a fault that lies largely with the failures of the nation's university schools of education (who are aided and abetted by the NEA and AFT)-- also means that not every teacher has the expertise needed to offer a thoughtful view on policies and practices.

For example, how do you convey messages about your homework and grading policies, ability - grouping and tracking practices, and how instructional time is used and protected?

The goal of these programs is to prepare school leaders to come to the job with substantial training, instructional knowledge, and an understanding of GCPS practices and policies.

Elizabeth received her BA in Spanish and Portuguese from UC Berkeley, an MA in Teaching from the University of San Francisco, and an EdM in Educational Policy and an EdD in Education Policy, Leadership, and Instructional Practice from Harvard University.

Asia Society and America Achieves contracted with Policy Studies Associates (PSA) to examine the instructional practices focusing on deeper learning skills in districts and schools participating in the OECD Test for Schools and PISA.

Huge shifts in pedagogical practice and that takes visionary leadership and a strong administrative team to...» plan, implement, monitor, and adjust improvement efforts, as well as to review and align district strategies, policies, protocols, practices, processes, curriculum, instruction, assessment, professional development, and myriad other systems that must work synchronously to meet achievement and instructional goals.

Third, we find considerable differences in teacher support and teacher influence on instructional policies and practices between charter schools and traditional public schools, which might help explain the higher returns to experience on teacher effectiveness as well as the observed effectiveness gaps between charter schools and traditional public schools serving disadvantaged students.

The UF Lastinger Center Equity Coaching program provides school - based administrators, instructional coaches, and / or teacher leaders with a yearlong, job - embedded, practice - centered, professional development experience specifically designed to assist schools and school systems to implement policies and practices that advance the learning and life prospects for students of color.

New Leaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the country.

To create a national network of teacher leaders prepared to transform instructional practice, education policy, and education associations.

This paper argues that, without an enlightened discussion and integration of cultural factors into our policies, curriculum, and instructional practices, the rate of educational progress may be considerably slower than would otherwise be the case.

The Center partners closely with school districts across Connecticut to assist them in creating policies, practices, and structures that support large - scale instructional improvement aimed at reducing gaps and raising achievement for all students.

He commends educators for continually implementing innovative instructional practices, creating supportive learning environments, and engaging in systemic reform despite the fact that federal education policies have not kept pace.

Increased Instructional Capacity: Teachers used a more iterative process to design curriculum with varied influences from hands - on arts practice, learning support materials, and policy, rather than a linear backwards design process starting with learning outcomes.

Her recent experience includes helping to develop initiatives to improve secondary school literacy, navigating policy issues affecting students in pre-k through college for higher education officials and ensuring that instructional practice in education is driven by high quality research.

CAST Professional Publishing aims to create, nurture, and distribute exceptional media products that inspire and inform educational research, instructional practice, and policy making for the betterment of all.