Sentences with phrase «leader knowledge of content»

Three studies indicated that teacher leader program developers attended to teacher leader knowledge of content and pedagogy as a strategy for preparing them to support the implementation of instructional materials.

Not exact matches

Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content.

Michael A'Hearn, my astronomy adviser, told me he was content to add a tiny bit of knowledge to the world — prophetic words from the future team leader of Deep Impact, the space probe that blasted a hole in comet Tempel 1 35 years later.

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.

The leadership that a teacher leader can provide to a curriculum committee, for example, is closely related to his or her depth of knowledge in a content area.

A teacher leader's deep knowledge of the science and mathematics content in the instructional materials helps in assessing the content knowledge of the teachers with whom they work.

One aspect of teacher leaders» preparation is the content of the program; that is, the specific knowledge and skills teacher leaders are to learn.

As an external check on the KMD project's work to situate research on teachers» mathematics and science content knowledge, the external evaluator audited the KMD project team's narrative documentation of what is known from empirical research for all studies that examined the relationship between teacher leaders» practice and teachers» practice.

Teacher leaders need deep knowledge of mathematics and science content to work effectively with leadership teams, whether it is a grade - level team, a school leadership team, a committee, or a task force.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

Knowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiKnowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiknowledge expertise when working with instructional teams of teachers and administrators.

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.

Four studies indicated that a main function of teacher leaders was to share with principals their specialized skills and knowledge around pedagogy and content.

Teacher leader preparation programs described in these studies addressed a selection of topics regarding disciplinary content knowledge, pedagogy, and / or leadership.

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.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Teacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that support.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

If a teacher leader's knowledge of the content or pedagogy of the lesson s / he intends to demonstrate is not particularly strong, sufficient preparation is needed to maximize what the lesson can demonstrate to a teacher (and to help students learn.)

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.

Experienced practitioners emphasized that teacher leaders need a thorough understanding of the mathematics or science content of the lesson, plus knowledge of how best to teach the content, in order to teach a demonstration lesson well.

The problem is clear: The U.S. is losing ground in the battle to improve students» content knowledge in science, technology, engineering, and mathematics, and business leaders lament graduates» lack of preparation to compete in a global economy.

Expanding their content knowledge in this manner gave the teacher leaders greater confidence to more deeply and accurately focus on content as part of leadership activities.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

The purpose of this course is to prepare licensure candidates with the knowledge and skills to effectively shelter their content instruction, so that the growing population of English Language Learners (ELLs) in schools across the country can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.

Although school leaders can not have in - depth knowledge of every content area and instructional technique, they need to find a balance between leading and instructing.

And we need teachers who have the deep content knowledge of the STEM fields and the passion for teaching our children to prepare them to be the next generation of engineers, scientists, mathematicians, and leaders for technological innovation.

Both teacher leaders and systems leaders can use the Mathematics: Knowledge of Content and Pedagogy tool which articulates the specific knowledge and skills teachers need to lead initiatives in matKnowledge of Content and Pedagogy tool which articulates the specific knowledge and skills teachers need to lead initiatives in matknowledge and skills teachers need to lead initiatives in mathematics.

This lack of understanding regarding the links between technology, pedagogy, and content knowledge also extends to K - 12 educational leaders such as superintendents and technology coordinators.

Even when teacher leader selection criteria clearly specify the nature and extent of content knowledge desired, it may be difficult to find candidates with the requisite knowledge.

What constitutes adequate evidence of content knowledge at the time of teacher leader selection varies.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

The assumption that all data can be simplified into usable knowledge to change practice runs right up against the capacities of the teachers, principals, administrators, and education leaders to truly understand the nature and content of their specific practices, to understand the actual evidence provided, and to understand the data in the context of their practice.

Acting for market leaders and market changers within the media industry, we combine in - depth knowledge of the structural technology that underpins content delivery and the impact of digitisation on the rights of producers and consumers.

Presenters act as content leaders, presenting short segments of content and then lead engaging activities, group discussion and participant reflection segments on how to apply their new knowledge to practice.