Sentences with phrase «leaders and teachers used»

Best Elementary school leaders and teachers use Kickboard daily to support their implementation of CHAMPS ™.

Not exact matches

But it doesn't just provide teachers and administrators with a bunch of raw numbers — it turns that data into insights that can be used to demonstrate need to district leaders and other stakeholders.

Rosalind Wiseman is a teacher, thought leader, author and media spokesperson on bullying prevention, ethical leadership, the use of social media and media literacy.

The United States also encouraged the use of more selective terror in which government leaders, teachers, health workers, land - reform promoters, and others associated with the development of social programs of the government were targeted for assassination.

Merle M. Ohlsen describes group counseling of adolescents and children in schools.9 Helen Driver reports on two groups for high school seniors, three groups for college students, and four leaderless teachers» groups.10 The second part of Driver's book reports on forty - four projects using small groups in elementary, high school, college, and graduate professional schools (as well as mental health settings), as described by the leaders of each group.

LINCOLN, MA — Mass Audubon, New England's largest conservation organization and a leader in nature - based education for more than 60 years, this month debuts a new, easy - to - use online program catalog for teachers, science coordinators, administrators, and others looking for educational enrichment programs and field trips.

Claire Austin, a nurse rather than a teacher (though the SNP leader also got a hard time from them), challenged her over nurses» pay rises, how «demoralising» it was to work in NHS Scotland and the claim she had made use of food banks.

The vote came a few months after the state's teachers unions, closely aligned with the Assembly, claimed a victory in December when the Regents, prompted by the governor and Legislative leaders, placed a moratorium on the use of student test scores in teacher evaluations.

Other schools and school systems use NAPLAN to hold teachers and school leaders accountable for improvement, including making test results part of performance reviews.

Rosa has garnered support from the state's teachers unions as well as test refusal leaders, but Common Core advocates are fearful that Rosa will undo the work of her predecessor, Tisch, who championed the Common Core and the use of student test scores in evaluating teachers.

In a letter sent Monday to Gov. Andrew Cuomo and legislative leaders, the New York State Educational Conference Board — a group of seven organizations including the New York State School Boards Association and New York State United Teachers — asked state officials to clarify what aid estimates schools should use when they are developing their own budgets for the upcoming fiscal year.

That said, legislative leaders in both the Assembly and the Senate have called for a moratorium on using Common Core tests to evaluate teachers.

Several education leaders, including Cash and Buffalo Teachers Federation President Philip Rumore, used a news event last month to promote community schools as a platform to call on the mayor to help pay for the programs.

Using tools like meditation and deep breathing, our strong network of teachers and thought leaders are committed to healing the issues that divide us through simple, easy and useful tools that any individual of any age, any income, any circumstance can take part.

The Duchess of Cambridge has visited the new HQ of children's mental health charity @Place2Be to officially open their centre of excellence, and meet staff, counsellors, teachers and school leaders who'll be using the centre.

There are lots of stories emerging about politicians, teachers, church leaders and others who hold positions of responsibility being exposed as being registered to, or using, the site.

If they combine the smart use of those tools with equally smart investments in teacher and leader effectiveness, the goal of having every student succeed will start to seem less like the horizon line we can't reach and more like the finish line we can.

Effective leadership is a pre-requisite for a successful school; in successful schools head teachers and senior leaders understand the changing needs of their schools and their staff, continually communicate their ideals, vision and expectations, use robust monitoring and evaluation, balance support with challenge and plan ahead to sustain excellence.

Teachers and school leaders can take the course at a chosen university, become a «Microsoft Innovate Educator» and then create a paper and a video on how their classes have benefited from the use of mobile technology.

We must engage teachers and school leaders in the reflection process and use that outcome to build the next iteration.

«However, the government must now use the space it has created with today's announcement on assessment to ensure that the outcome delivers real progress in reducing, not increasing, the already intense workload burdens on teachers and school leaders, whilst also ensuring that schools are judged on the right things in the right way.»

In order to support school leaders and teachers to become their most effective at using digital technologies with new pedagogies, it is vital that a district support the digital transformation through varied building - level and district - level professional learning opportunities.

Caroline Wright, BESA director said, «British teachers are world - leaders in the use of educational - technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK's schools.

Speaking at Bett 2016, Morgan told attendees that school leaders and teachers should be implementing new technology to reduce paper workload, recommending the use of data capture programmes to monitor registers, attainment and pupil progress.

A NSW department program called Early Action for Success had provided better tools to assess learning; more time for teachers to collaborate; and access to an expert instructional leader to show how use of small data could improve teaching.

In the school consultations and leadership workshops I have conducted, I have yet to encounter a teacher or school leader who doesn't believe that in time every school will normalise the use of the digital.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

But as soon as principals lead the creation of that shared vision and use their administrative authority to insist that all faculty use the available technology to support teaching and learning, those teacher leaders start to look like life preservers.

In particular, growth in use of tablet devices by teachers and students was clear; 81 per cent of participating school leaders now own and use tablets for professional learning, and the majority of CC21 schools used project funds to purchase and trial iPads in the classroom.

The hope and the expectation for deploying SAMs are that once principals get back to using their expertise as instructional leaders, teacher confidence and satisfaction will rise and student achievement will improve.

As the experiences of these three schools make clear, the use of data can help teachers and leaders stay focused on student achievement.

In the service of inspiring educators to embrace a performance - based approach to teaching, learning and assessment by highlighting great projects, I am worried that we actually dissuade teachers and leaders from using this approach.

This report reviews the research and theory - based recommendations for education leaders to use in developing systems of teacher advancement that promote student learning and educational opportunity.

Until principals step up and do their part in supporting a schoolwide vision that includes the purposeful use of technology in support of rich learning opportunities, teacher leaders and their enthusiasm about one - to - one look like bricks, like just one more thing the recalcitrant are being asked to do by some Pollyanna - like colleague.

Key school leaders and teachers gathered data, input, and reflections from school - based teams, and used this information to design the content for the grant that ultimately led to program funding from the Massachusetts Department of Education.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

The center will use the grant, announced this month, to develop educational resources for teachers, disseminate information on curriculum developments, and establish a national advisory board of early - adolescence experts and education leaders.

But when education leaders use these technologies merely as replacements for textbooks, gradebooks, and worksheets, they risk complicating teachers» jobs with only marginal gains for students.

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.

If the teacher is getting exemplary student - achievement gains and student survey reports, a school leader should give the teacher the leeway to use a different instructional style.

The IEF is an event recognizing innovative teachers and school leaders who creatively and effectively use technology in their curriculum to help improve the way kids learn while increasing student success.

In addition, Kim consults, speaks, and teaches courses for school leaders, with a special focus on teacher supervision and evaluation, time management, the effective use of student assessments, and curriculum unit design (in collaboration with Jay McTighe and Associates).

Second, school and district leaders can use VAMs to make workforce decisions — recognizing and rewarding effective teachers and denying tenure and dismissing the lowest - performing teachers, according to Corcoran and Goldhaber.

As a result of the funding from HCNY and matching funds from the schools, 127 teachers and school leaders in the Bronx have taken part in six different online courses including Teaching for Understanding, Getting Started with Data Wise, and Using Multiple Intelligences.

That means that school leaders, teachers, union leaders, philanthropists, and others must get creative and comfortable with taking advantage of technology in combination with alternative staffing arrangements that use humans in a plurality of roles and teams.

One of our teacher leaders used the format modeled in Driven by Data and developed a method to turn the exported assessment results into an Excel spreadsheet that provided detailed information by student, question, and standard.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

Additionally, district leaders should plan time each year to evaluate the content being used and give teachers time within their PLCs to rethink and remix that content.

Senior leaders or even business managers can and have taken driving roles in creating a new school by bringing together a team of teachers and other professionals and using their knowledge and experience to help bring an outstanding education to more students across their local area.

School leaders must make sure classroom teachers are using instructional strategies in a way that reaches all students and are taking appropriate steps to improve teacher competence when this goal is not being met.