Practical ideas and fresh concepts are essential, and
meaningful assessments require both of these...
Not exact matches
The second responsibility of the licensure process is thus to ensure, through valid and
meaningful assessment processes, that the teacher can do what the job
requires.
Teaching for meaning and understanding raises achievement by focusing on «big ideas,» by
requiring students to use high - level problem solving skills within authentic contexts, and by creating
meaningful and effective
assessments.
+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and
assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and
meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as
required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling
required.
Through a balance of scaffolded direct instruction,
meaningful practice, and formative
assessment, digital curriculum can support all students in mastering
required skills and concepts and developing critical thinking skills.
No longer are we
required to give one extensive summative test each year, when the requirement can be met by using interim
assessments that are already given in schools and combining those with more authentic forms of
assessment that are far more
meaningful to students.