Sentences with phrase «leader development content»

Credible resource for leader development content, adult learning theories, leading - edge instructional design methods (including beyond the classroom, bite - sized and on - demand), performance consulting...

Not exact matches

Referencing the supporters from public housing developments in attendance, Mendez added, «She was content being district leader and never seeking higher office, except all of these people here — not once, not twice but multiple times — asked Alice to run.»

The session leaders (a current postdoc and a postdoc professional development specialist) will use examples from the life sciences, but the content will be directly relevant to other disciplines.

There should be direct functionality where you can empower these leaders to develop, distribute content, and have the ability to report on the completion in a way that isn't shackled by traditional Learning and Development departments or existing long - process flows.

Salt Lake City, Utah — November 6, 2017 — AllenComm, the leader in tailored corporate learning and development (L&D) solutions, announced today that they received two Golds, a Silver, and a Bronze Brandon Hall Award for the company's advances in gamification, simulations, and custom content in corporate learning solutions.

Further review of recent research studies on leadership development at the executive level identified content areas where leaders may have skill and knowledge gaps that could negatively impact organizational change, growth and success.

Along with creation, assignment, and delivery of training content, Learning and Development leaders also need the support of powerful analytics so that they know exactly what their training sessions have achieved.

Once a school opens, the foundation provides professional development opportunities to the growing network of KIPP teachers, school leaders, and support staff through content retreats and the weeklong KIPP School Summit.

G - Cube, a leader in delivering e-learning solutions, was featured on the prestigious list of Top 10 content development companies 2017 by eLearning Industry.

To address the skills gap in leadership and management, content related to building future leaders will be a high priority in development in 2018.

Qualifications: • Bachelor's degree, and five to seven years of experience in a related position • Standout samples of video and editing work • Demonstrated experience with a range of digital storytelling and tools, and strong engagement with digital trends • Strong people - management skills, and a knack for developing talent, both in - house and freelance • Experience with a variety of social media platforms for audience development • Experience developing partner relationships for distribution or content creation • Experience in audio / video production / editing a plus • Background in teaching or education policy a plus • Passionate visual journalist with an innovative spirit and a drive to understand and service our audience • Appreciation for EPE's mission in the education community is essential, but a background in education content is not • Experienced leader who can coach a team to excellence and articulate a vision for our visual operations to stakeholders • Strong news judgment, video storytelling, and editing expertise • Experience in social distribution channels and partnerships • Strategic content planning • Flexibility to work on multiple projects at once • Adaptability to change

In the Executive Development Program, school leaders build a strong foundation in best practices in instruction and in the latest research around what makes for strong instruction in the content areas of math, English language arts and science.

This was particularly so in settings where district leaders mobilized the development of districtlevel curriculum content and performance expectations across all areas of curriculum (not only in externally - tested subjects).

Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

In the course of its partnership with Claires Court, Discovery Education has provided dynamic digital content through its Discovery Education Secondary service plus professional development for teachers and student digital leaders.

This suggests that initiatives that expect teacher leaders to provide professional development should address in their preparation the content and design of the professional development that they will be leading.

To design or adapt quality professional development in mathematics and science, teacher leaders need a solid understanding of the content so that they understand and can anticipate how teachers will engage with and learn that content.

Yost et al. (2009) reported in a study of teacher leadership in mathematics and reading, content expertise was one factor that supported teacher leaders who were responsible for leading professional development in their middle schools.

LSI also provides exclusive electronic access research - based frameworks, content - rich professional development, and collaboration tools in its powerful iObservation technology to engage teachers and leaders in a continuous, systematic process of observations to maximize student achievement gains.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

Discovery Education is the global leader in standards - based digital content for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content that supports the implementation of the Common Core, professional development, assessment tools and the largest professional learning community of its kind.

Teacher leaders must understand the mathematics and science content and materials around which the professional development is focused, but knowledge alone is not sufficient.

In providing professional development, teacher leaders focus on particular subject matter content or pedagogical approaches intended to build the instructional skills and abilities of classroom teachers.

The finding that content area expertise impacted teacher leaders designing and / or facilitating professional development was supported through the use of multiple data sources (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009) and the inclusion of detailed descriptions in support of the reliability of data analysis strategies and instrumentation (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009), providing additional confidence in the validity of this finding.

Oehrtman et al. (2009) and Yost et al. (2009) reported that content area expertise was beneficial for teacher leader when leading professional development.

Oehrtman et al. (2009) found that teacher leaders in mathematics and science with strong content area expertise were more effective in facilitating professional development to improve teachers» understanding of pedagogy than teacher leaders without such expertise.

For our teachers and school leaders, it means being committed to learning about the latest tools, applications, and digital content, and engaging in the professional development needed to maximize all of their effectiveness.

With content anchored in the Educators Rising Standards, the Virtual Campus offers a host of resources for teacher leaders and provides students with critical information to support the development of their teaching craft.

In addition to her work as a school leader, Nikki has trained and lectured nationally and internationally on literacy content and leadership development.

November 29, 2017 — In an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools.

Silver Spring, Maryland (November 29, 2017)-- In an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

Coaching is a great way for leaders to reinforce content and skills acquired in the synchronous Insight Leadership Academy training sessions and to support continuous growth and development.

Discovery Education, is the global leader in standards - based digital content for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content, professional development and the largest professional learning community of its kind that empowers educators and increases students» academic achievement.

Professional development leaders should ask themselves the following questions to determine whether the format and content of their programs connect to positive emotions in most teachers and avoid triggering negative ones:

Lead professional development for teachers and leaders, and train content specialists to deliver training content

But district and school leaders often don't know when it's a good time to start content area professional development.

Discovery Education is the global leader in standards - based digital content and professional development for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content that supports the implementation of Common Core, professional development, assessment tools, and the largest professional learning community of its kind.

This module is meant for aspiring and current school principals but other school leaders, including district leaders and staff development professionals should also know this content.

As part of a content area and leadership professional development partnership, we engaged the teachers in Avoyelles in a process that leaders, teachers, and coaches anywhere can use to analyze complex texts and think through how to support students.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

She advocates that instructional leaders integrate the three practices into professional development for content - area teachers, instead of inundating content - area teachers with an array of textbook - reading strategies that might not be relevant to their particular subject areas.

Discovery Education, a leading provider of digital content and professional development for K - 12 classrooms, invites superintendents and curriculum leaders to attend a unique new series of professional learning events exploring critical topics in education leadership.

All participants enjoy subscription access to our online content library, but partners may opt to supplement that training with additional support, such as on - site professional development or office hours with a New Leaders Advisor.

Development of the Future Ready Technology Leaders ™ content and resources is supported by Common Sense Education.

She has presented at a national Leader - in - Me conference, implemented a district - wide professional development on the adoption of Arizona College and Career Ready Standards, and facilitated data - driven, content - focused professional learning communities.

With an expertise in providing training and support for administrators, instructional leaders, and teachers, Dr. Gertler is responsible for the development of materials that help all content - area teachers support the literacy growth needed for life - long learning.

Research has found that professional development (PD) that is unrelated to teacher content and pedagogy produces minimal results due to insensitivity to individual differences among teachers, lack of specificity and intensity, insufficient hands - on practice and feedback, little or no follow - up, not enough time built into teachers» schedules for PD, and not enough time and training built into school leaders» administrative tasks to support teacher learning.

While teaching, she served as a mentor for aspiring urban teachers and led professional development on effective instruction and classroom management as a Content Team Leader (CTL).

They help create the enabling conditions for distributed leadership that allows teacher leaders to lead proven, content - specific, equity - based teacher development.