Sentences with phrase «instructional quality of every teacher»

Not exact matches

We realised that there was no amount of structures put in place, no amount of instructional materials put in place that would make students perform without quality teachers,» she said.

Most recently, in May, the Comptroller's office released an analysis that revealed that after spending over $ 347 million on upgrading internet services, 45 percent of teachers said their schools» internet quality «did not meet their instructional needs,» a survey of middle school teachers found.

In the past decade, monitoring the provision of quality education primarily meant tracking inputs into schools such as per pupil educational expenditures, number fo trained teachers, class sizes and teacher - pupil ratio, instructional time andaccess to ICT.

But the bulk of the city's school reforms over the past decade have focused elsewhere, on building a pre-kindergarten system, creating new curriculum materials and instructional strategies and, above all, improving teacher quality — work that's largely unrelated to high school attendance.

• 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!

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

California and Michigan could have spent millions of dollars for quality teachers, instructional computers, or building safe and modern schools.

Not surprisingly, what matters most at Envision — the focal point of execution — is its instructional system, which requires a team of teachers, facilitative leadership, high - quality analytical tools, and expert support.

And we would do well to shed the long - held assumption that we know how to help 3.5 million individual teachers become masters of their craft, instead giving consideration to some new ideas about what schools or the teaching profession itself might look like — ideas that could have a much broader impact on instructional quality.

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.

Figure 1 compares the magnitude of the effect of instructional days on standardized math scores to estimates drawn from other high - quality studies of the impact of changing class size, teacher quality, and retaining students in grade.

Practicing critical thinking in the classroom may mean discussing the quality of a textbook, considering whether traditional beliefs about a subject are accurate, or even discussing the teacher's instructional style.

What we do know is that pre-K teachers» training in child development, experience in working with young children, and support systems focused on their instructional behaviors and classroom management do matter — for the quality of both of teachers» social interactions with children and their implementation of curricula.

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.

Hill and her team have developed assessments that capture teachers» mathematical knowledge for teaching and teachers» mathematical quality of instruction, assessments now widely available to researchers, instructional coaches, evaluators, and policy - makers via online training and administrative systems.

It does not address the changes we need to see in teacher compensation, the organization of the school day, the role of instructional leadership, and a range of other key factors crucial to getting the teacher - quality equation right in a workforce of 3,000,000 facing 200,000 teacher hires a year, due to high rates of turnover and mounting retirements.

We can also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction in urban districts is inferior to those in other areas and whether differences in instructional or teacher quality by academic track (honors, general, or remedial) exist.

Teachers received a single - page handout on the seven qualities of effective schools: nuggets such as «the climate of an effective school is NOT OPPRESSIVE,» «the principal acts as an instructional leader,» and effective schools offer the «opportunity to learn and student time on task.»

The development of peer - to - peer networks for improving teach - ing provides teachers with better skills, but also with a social network that can continue to support them and the ongoing exchange of ideas and techniques necessary to increase instructional quality.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

As for the current means of measuring a prospective teacher's readiness for the classroom, A 2012 investigation by Education Week's Stephen Sawchuk concluded that raising the cut scores for state - level teacher licensing exams might not do much to boost instructional quality.

With funding from the William and Flora Hewlett Foundation, WestEd is exploring how teachers make decisions about which instructional materials to use in their classrooms to inform efforts aimed at improving the quality and consistency of instructional materials across the country.

Whether the measure is graduation rates, improved instructional quality, last year's improvement in the lowest - performing schools targeted for special intervention, a nation - leading new collective - bargaining agreement, the addition of many new high - quality public schools, increased parental choice, or a material increase in the proportion of effective teachers, the arrow is pointed decidedly up in Newark.

The few hours (at most) of annual professional development spent on training teachers to educate gifted students are clearly not sufficient; we need more time and higher - quality training devoted to curricular and instructional differentiation by ability level.

So, creating platforms to allow teachers to share the resources they have designed should drive up the quality of instructional materials while also driving down their cost.

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.

We must also improve the quality of that experience and guide student teachers to progressively develop instructional skill and deepen their practice.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

The method also assumes that variation in the quality of teachers «instruction will be related to variation in the quality of the principals «instructional leadership.

NAEYC developmentally appropriate practices (DAP), including instructional practices to promote learning and development, teacher - child interactions, assessment practices, the use of materials and the physical environment, constitute the foundation of quality for all children, including children with disabilities.

Instructional Education Assistants support the classroom teacher to drive student achievement by providing high - quality, differentiated implementation of the school's curriculum.

Their receptivity to standard forms of instructional practice, however, was conditional upon the quality of district support for implementation (staff development, materials, supervision), perceived fit with state / district curriculum requirements, evidence of student impact, and opportunities for teacher discretion within the boundaries established by the district.

The Co-op will leverage partnerships across multiple school districts to share and reduce the costs of accessing high - quality professional develop and consulting for language and literacy teachers, instructional coaches, and school administrators who are passionate about improving literacy outcomes.

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.

«We are very pleased that practicing teachers recognized the quality and effectiveness of our instructional resources,» said Sera Hoffman, co-owner of Newmark Learning.

«These results call into question the fixed and formulaic approach to teacher evaluation that's being promoted in a lot of states right now,» said Morgan Polikoff, one of the study's authors, in a video that explains his paper, «Instructional Alignment as a Measure of Teaching Quality,» published online in Education Evaluation and Policy Analysis on May 13, 2014.

Educational products for schools are evaluated by teachers for teachers on quality, instructional value, ease of use, and innovation.

«We are very pleased that practicing teachers recognized the quality and effectiveness of our instructional resources.»

Chingos and Whitehurst suggest that «Choice of instructional materials can have an impact as large as, or larger than, the impact of teacher quality.

It's the use of high - quality formative and summative assessments that provide clear information to the teacher and the learner about their current progress toward instructional objectives or learning targets.

Like the authors of «The Test Matters,» Polikoff used MET data to investigate whether large - scale standardized state tests «differ in the extent to which they reflect the content or quality of teachers» instruction» (i.e., tests» instructional sensitivity).»

Amy has since completed countless classroom observations through work as a peer validator evaluating practices in Newark and New Haven schools, and in providing embedded, ongoing support for instructional leaders and teachers in the areas of high quality observation, feedback, and teaching and learning across Connecticut.

Through a project with the New York Hall of Science (NYSCI) and Achieve, Teachers TryScience now features a growing set of resources that demonstrate how existing K - 12 science lessons can be evaluated and revised to more closely align to the NGSS, using the Educators Evaluating Quality in Instructional Products (EQuIP) rubric.

Ms. Vanzura is a growth - focused instructional coach with a passion for supporting the use of high - quality, authentic literature in classrooms, development of engaging and dynamic professional development for teachers, and serving as an advocate for excellence in literacy instruction.

Researchers have identified a number of workplace conditions associated with teachers» decisions to stay or leave, including the quality of instructional leadership, school culture, collegial relationships, time for collaboration and planning, teachers» decision - making power, experiences with professional development, facilities, parental support, and resources.For a comprehensive review, see Simon, N. S., & Johnson, S. M. (2015).

The Policy Forums held during SEDL's 2001 - 2005 Regional Educational Laboratory contract with the U.S. Department of Education focused on the topics of school finance, instructional spending, teacher quality, and student achievement.

To meet these standards, teachers need high - quality instructional materials and resources that they can use to help their students meet the vision of the NGSS.

The state and the unions argued that the laws help school districts attract and retain teachers while the plaintiffs countered that they keep in place ineffective teachers whose instructional skills deny students the promise of a quality public education.

In Moving Your Numbers, districts describe how intentional and aligned actions at the district, school, and teacher team levels resulted in greater coherence and quality of instructional practice across the district.

Title II provides federal funding to states and districts for activities that strengthen instructional leadership and teacher quality in all schools, especially those with a high proportion of children in poverty.