Sentences with phrase «instructional practices work»

My expertise lies in research and scholarship on effective schools; for example, what culturally responsive practices, elements of productive schools and instructional practices work in classrooms.

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

These offer a glimpse of how individual students will perform on standardized tests, and schools can later use them to identify which instructional practices worked best, Guidry says.

Not exact matches

Vigorous morning yoga intensives guide you deeper into your own practice and life purpose, while afternoon instructional sessions cover an extensive yoga teacher curriculum, including cueing, sequencing, hands - on assists, working with injuries, demonstration techniques, vocal presence, yoga philosophy and history, the business of yoga, ethics, and anatomy.

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.

Beyond opportunities to observe and analyze instructional practice and student work, participants also worked together to apply effective protocols and build teamwork to improve teaching and learning.

Instructional coaches working at multiple schools share innovative practices throughout the district.

Every two to three weeks, all of the instructional and lead coaches meet to discuss their work and share best practices.

Ive been looking at instructional practices, dimensions of learning, and what works strategies.

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.

Albemarle's instructional coaching model is built on the foundation that teachers who collaborate and have someone available to discuss new practices are more likely to embed those practices in their everyday work.

The 3 - hour time period provides an opportunity for professional discourse, during which teachers can learn from one another, learn from examining student work, and discuss best paths for instructional practice.»

They embrace the 10 % challenge put forth to them each year: «What ten - percent of your instructional practice or work with each student will you change this year?»

Any instructional program that includes the use of a computer — CD - ROMs, DVDs, etc. - is based on this concept, which can also be implemented in conjunction with traditional teaching methods to enhance the overall educational experience.Computers can also be used in the workplace, to educate employees about new work practices or regulations that must be followed within their professional environment.

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.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In this presentation, Nell Duke, Susan Townsend, and Naomi Norman will share these instructional practices, and discuss how the ELTF is working to make them a focus of professional development throughout the state of Michigan.

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.

Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices.

New York requires teacher candidates to pass a total of four tests to become certified, including the notoriously time - consuming edTPA exam, which requires teacher candidates to submit lesson plans, video clips and student work samples from their student - teaching experiences and written commentaries on their instructional practices.

This comprehensive software, developed in partnership with Harris School Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional 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.

Research of instructional coaching, defined as individuals specifically tasked to support educator incorporation of research - based practices (Knight, 2007), has also shown to positively impact educator work and limited evidence of improved student outcomes (Elish - Piper & L'Allier, 2011; Sailors & Shanklin, 2010).

A third report, Small High Schools at Work: A Case Study of Six Gates - Funded Schools in New York City, from the Academy for Educational Development, takes a close look a handful of these new small schools, focusing on particular practices associated with student success: intermediary support, personal and academic support, effective instructional practices, and college preparation.

Our work has demonstrated impact on student achievement and love of learning; teacher instructional practices; and parental confidence.

«Eventually I plan to work in a job that allows me to support teachers in creating instructional practices that help this particular group of students and also have the ability to develop curriculum that creates equity through excellence.»

Designed primarily by Deborah Garson, head of research and instruction services at Gutman Library, and Kristin Lofblad, LTC's manager of instructional and research technology, WLE uses online learning best practices, which encourage students to work independently on online and offline writing - related activities, and to participate collaboratively in conversations about writing via online discussion boards facilitated by HGSE doctoral students.

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.

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.

Analysis across these studies revealed that teacher leaders used a variety of practices in their work with teachers to implement instructional materials.

Regardless of the practices used or the focus of teacher leaders» work with teachers, these efforts are intended to impact the extent and quality of teachers» use of instructional materials in implementing the intended math or science curricula.

TeacherEase is built to support groups of educators sharing the work to successfully implement better 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.

Instructional leaders are often so focused on supporting the development of teacher practice that they forget to check if their work has an impact on students.

Yet, many current instructional practices involve work that holds little interest for students.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

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?

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

Guide the instructional practices of high school teachers through the school director and dean of... Work closely with the chief curriculum and instructional officer, chief schools officer, and school...

First, in contrast to earlier studies, our work is more centrally grounded in reading curriculum and instructional practices than the bulk of the effective schools and effective teaching work.

Similarly, only one set of identified practices — Monitoring teachers» work — matched up with Managing the instructional program.

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.

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

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

Two particularly powerful practices here are Looking at Student Work and instructional rounds.

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.

She has worked repeatedly with our instructional coach, intervention specialists, and our gifted intervention specialist to refine her instructional practice, specifically creating a collaborative environment built around a balanced literacy and numeracy framework.

Each component of the teacher evaluation — Student Growth and Teacher Practice — require work throughout the school year on both the part of the teacher and instructional supervisors / principals.