Sentences with phrase «involved in teacher practices»

Not exact matches

Noting that all of the researchers who carried out the case studies had been involved in developing the standards, Roseman wondered whether practicing K - 12 teachers or administrators would have the same amounts of time and experience to put toward using the tool.

Even though there's flexibility in terms of a delivery method, analysis of the learning summaries revealed the overwhelming majority of activities (82 per cent) were face - to - face, 8 per cent were online, private research and study undertaken by the teacher accounted for 4 per cent and 1 per cent, respectively, and 5 per cent involved teachers setting up and working in a school community of practice.

Each centre is now responsible for working with the CAS Master Teachers in their area to promote and support relevant teacher engagement and CPD activities, with the ultimate aim of establishing effective and enduring local communities of practice involving CAS Master Teachers, lead schools and local hubs.

There will be strands for instrumental, early years, primary, secondary and SEND teachers, as well as for those involved or interested in the politics, practicalities and best practice of music education provision.

We've had some success in the last 10 years: reading scores have gone up some, teachers are using more effective literacy practices, and we've gotten a lot more parents involved,» a lot more parents reading to their kids, talking to their kids, and communicating with their kids» teachers.

Several years ago, I read a book by educator Ron Clark called The End of Molasses Classes: Getting Our Kids Unstuck — 101 Extraordinary Solutions for Parents and Teachers, in which he describes an event that involves having students practicing social skills in a competition called The Amazing Shake.

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

Last summer, Krieger was one of three teachers involved in the launch of Quincy [Mass.] High School's Green Chemistry Program, which taught Quincy students about green practices in the lab and allowed them to try out a number of green chemistry experiments themselves.

As teachers and students become more comfortable sharing opinions and ideas, involving students in the instructional change process should become a routine part of our practice.

We've had some success in the last 10 years: reading scores have gone up some, teachers are using more effective literacy practices, and we've gotten a lot more parents involved — a lot more parents reading to their kids, talking to their kids, and communicating with their kids» teachers.

Year - on - year, The Education Show has been the must - see event for everyone involved in education, providing a platform for teachers, school leaders, suppliers and experts to come together and share ideas and innovative practices.

School improvement involves leadership, teachers, culture, resources, pedagogy and the broader school community all working in unison to change school practices in ways that lead to better student outcomes.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

It presents six in - depth mixed - media case studies of highly motivating classroom practice — complete with commentary from learning scientists as well as from the teachers and students involved.

In Visible Learning Hattie describes micro-teaching as a practice (often in laboratory settings) that «typically involves student - teachers conducting (mini --RRB- lessons to a small group of students, and then engaging in a post-discussion about the lessons» (Hattie 2009, 112In Visible Learning Hattie describes micro-teaching as a practice (often in laboratory settings) that «typically involves student - teachers conducting (mini --RRB- lessons to a small group of students, and then engaging in a post-discussion about the lessons» (Hattie 2009, 112in laboratory settings) that «typically involves student - teachers conducting (mini --RRB- lessons to a small group of students, and then engaging in a post-discussion about the lessons» (Hattie 2009, 112in a post-discussion about the lessons» (Hattie 2009, 112).

If teachers have more influence in decision making and practice shared leadership, they believe parents are also more likely to have influence and be involved actively in school improvement efforts.167 Since other research has confirmed this relationship, we kept both constructs in the remaining analyses.

They describe how the governance model works in practice, the critical success factors, and the perceptions of involved teachers.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Advice from experienced practitioners offers guidance to those involved in teacher leaders» efforts to improve teachers» classroom practice through lesson planning, review, or analysis.

The author describes innovative practices that teacher preparation programs — both those connected to traditional institutes of higher education and new, alternative programs — are pioneering that involve residencies in schools and that have teacher candidates learn alongside practicing teachers.

Advice from experienced practitioners offers guidance to those involved in teacher leaders» efforts to improve teachers» classroom practice through professional development programs.

The Carnegie Foundation has enlisted a group of K - 12 leaders directly involved in developing and implementing teacher evaluation systems to ensure that our work is grounded in critical problems of practice.

It's true that many educators address students» social and emotional learning on a daily basis, and many teachers and schools are already involved in excellent practices that promote social and emotional development.

This set of issues and the set of issues involving the gap between educational research on student learning and changes in teachers» practice have led us to develop, use, and investigate the use of multimedia case studies to support the professional development of preservice teachers.

To analyze the complexities involved we drew on the TPACK theoretical framework in order to examine the different aspects of classroom practice reported by students and teachers.

One of those factors is that schools should reach deeply into the teacher cadre and genuinely involve teachers in selecting school staff, as well as in making decisions about budget, curriculum, instructional practices, discipline, and student and teacher assignments.

Deanna Flores, Housel's principal, works in collaboration with Hachtel and Rodriguez to guide and support teachers as they refine their instructional practices — an approach involving distributed leadership.

Being a NET academy principal, teacher or governor, is an opportunity to link to the National Education Trust's already well established wider mission — to disseminate excellent practice; to nurture innovation; to be involved in challenging thinking that inspires educationists and students to achieve great things.

It presents a five - step cycle of listening, validating, authorizing, mobilizing, and reflecting on student voice; a tool to measure the quality of activities involving student voice; and several examples of what students as researchers, planners, teachers, evaluators, decision - makers, and advocates look like in practice, at elementary, middle, and high schools.

By expanding our formative assessment practices to systematically involve students as decision makers, teachers acknowledge the contributions that students make to their own success and give them the opportunity and structure they need to become active partners in improving their learning.

Although these recommendations sound deceptively simple, it took years of practice for teachers involved in the formative assessment initiative at Armstrong to implement them skillfully and see strong results.

If you want people in education (teachers, non-teaching staff, governors) to improve practice, to share good practice and get involved in research then free access is essential.

Since this research typically involved the training of teachers in particular teaching practices, the lines between research in teaching and research in teacher education began to blur.

The first 3 to 5 years of a teacher's career involve significant improvements in their practice, which then tend to level off (Hanushek, Kain, O'Brien, & Rivkin, 2005).

The new bill would provide grants so that states may use federal funds to train teachers on using data to inform classroom practice, require states to tie K — 12 data with early childhood and post-secondary data, and involve educators in the research and peer review process by putting two educators on the National Board for Education Sciences.

If done in the context of research - based leadership practices and instructional development, classroom walkthroughs are a valuable way for principals and school leaders to see instruction happening in their schools, provide personalized professional development and feedback to teachers, and to involve staff in their own professional learning.

She oversees London CLC's activities which include research, digital strategy, developing teachers» edtech practice, involving young people in creating with digital technologies, supporting families» digital skills and re-designing schools» IT networks... She leads a team of keen, tech - savvy experts — from computer science teachers to filmmakers and family learning tutors — to deliver engaging workshops that leave a lasting impression.

... And I'm talking about voices of practicing teachers that maybe wouldn't have been involved in the union [without teacher voice organizations].

Principals» and teacher leaders» professional learning should involve opportunities to practice new skills and give immediate, thorough, and data - driven feedback.35 Some school systems have invested in specialized coaching for teacher leaders in developing and delivering high - quality, actionable feedback.36 With the support of professional development providers, such as Teaching Matters in New York City, these districts now recognize teachers who have mastered providing feedback as a component of professional learning with «micro-credentials» or «digital badges.»

The harder path of involving all teacher voices in identifying best practice in collaboration and calibrating on what does collaboration look like in my classroom at my grade level will develop capacity in our system.

This program seeks to enhance the knowledge of teachers to improve student behavior, involve parents in their children's education, and improve classroom practices.

The second (LTP: Learning in, from, and through Practice) involves supporting ambitious pedagogy by redesigning mathematics teacher education to focus on the use of routine instructional activities and coached rehearsals.

Teachers should offer: (1) collaborative learning, which entails collaborative intellectual exchanges among students and ensures that all classroom participants are actively involved in the learning process; (2) meaningful learning, which builds on student experiences and knowledge by making connections to significant events in their lives; and (3) cultural resources, which pro-actively build on the cultural, family, and community assets, values and practices students bring from home (Boykin & Noguera, 2011; Ramani & Siegler, 2011; Yeager & Walton, 2011).

3 — Includes those activities listed in medium rating, as well as the following: principal or administrative staff are strong leaders who also get teachers involved in leadership, time is provided for teachers to operate as a collaborative learning community, leadership helps the school use data to reflect on where they are and where they want to be (not just student assessment data, but current research on best practices), teachers express high satisfaction with school administration.

The central task of teacher induction as outlined by Feiman - Nemser (2001) involves gaining local knowledge of students, curriculum, and context; designing responsive curriculum and instruction; enacting a beginning repertoire in purposeful ways; creating a classroom learning community; developing a professional identity; and learning in and from practice (pp. 1028 - 1030).

In many ways, Ed Cator framed the wiki in a way that exemplified many of the social practices of Web 2.0; however, given dominant orientations to teacher education in universities and K - 12 schools, many teachers and teacher educators may have little experience with collaborative practices that involve distributed participation and expertise and flexible norms for social interaction that are relatively open to improvisation, if not («naughty») subversions of the status quIn many ways, Ed Cator framed the wiki in a way that exemplified many of the social practices of Web 2.0; however, given dominant orientations to teacher education in universities and K - 12 schools, many teachers and teacher educators may have little experience with collaborative practices that involve distributed participation and expertise and flexible norms for social interaction that are relatively open to improvisation, if not («naughty») subversions of the status quin a way that exemplified many of the social practices of Web 2.0; however, given dominant orientations to teacher education in universities and K - 12 schools, many teachers and teacher educators may have little experience with collaborative practices that involve distributed participation and expertise and flexible norms for social interaction that are relatively open to improvisation, if not («naughty») subversions of the status quin universities and K - 12 schools, many teachers and teacher educators may have little experience with collaborative practices that involve distributed participation and expertise and flexible norms for social interaction that are relatively open to improvisation, if not («naughty») subversions of the status quo.

Virtual field experiences enabled preservice teachers to understand that teacher practices involve ethical considerations and moral questions that impact students in ways that might not be immediately understood.

Findings illuminate the barriers to implementing DDDM in actual classroom practice: a confluence of curricular policy as well as technology and teacher heuristics that result in variations in data interpretation that involve issues with both skill and perspective - taking on the data sets.

The following section further describes each of the three strands of Freirian thought, along with practical examples of their role in informing preservice teachers of the complexities of multicultural practices while involved in virtual field experiences.

In order to improve the reflective practice of preservice teachers before they enter their internships and the teaching profession, a team of education faculty members at a large, private, not - for - profit university in the southeastern United States opted to create an in - house simulation to enhance teacher candidate awareness of real world situations involving diversity they may encounter as future teacherIn order to improve the reflective practice of preservice teachers before they enter their internships and the teaching profession, a team of education faculty members at a large, private, not - for - profit university in the southeastern United States opted to create an in - house simulation to enhance teacher candidate awareness of real world situations involving diversity they may encounter as future teacherin the southeastern United States opted to create an in - house simulation to enhance teacher candidate awareness of real world situations involving diversity they may encounter as future teacherin - house simulation to enhance teacher candidate awareness of real world situations involving diversity they may encounter as future teachers.