Sentences with phrase «meaningful support for teachers»

Teaching, teacher evaluation, and providing meaningful support for teachers to grow in an environment that is both supportive and focused on student learning is a serious endeavor.

But unless that system is coupled with meaningful support for teachers and adequate classroom resources, we'll still find ourselves far behind the rest of the country.

Not exact matches

Structured to respond to the three developmental phases of childhood — birth to 6 or 7 years, 7 to 14 years, and 14 to 21 years — Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring age appropriate content that nourishes healthy growth.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

The Governor believes that we need to set real standards for our students and have a meaningful teacher evaluation system, and continues to support the Common Core agenda.

«We have worked hard to implement professional development that is meaningful to teachers and children,» said Susan Adams, assistant commissioner for Georgia's Pre-K and Instructional Supports.

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners A well - organized, research - based guide for teachers who hope to move beyond test scores to meaningful lessons that support higher - level thinking.

We read about just - in - time support as well as meaningful and practical learning for teachers within the context of their curriculum.

Natural environments allows for a less formal approach and engender positive learning and meaningful relationships with peers, teachers and supporting adults.

Importantly, the students and teachers are able to engage in meaningful conversations about learning strategies which support the students as they tackle work which is set at the right level for them to learn and grow.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

When a Superintendent takes the Future Ready Pledge, his / her district is making a firm commitment to implementing meaningful changes toward a digital learning transition that supports teachers, and addresses the district's vision for student learning.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

Dr. Dillon has facilitated meaningful learning for teachers, building leaders, district leader, and support staff around the country.

For our 1.1 million students we hope that translates into ensuring our education system provides each child with the support and resources that they need to excel, and that teachers receive the professional development, autonomy and meaningful feedback they need to provide an excellent education for all our childrFor our 1.1 million students we hope that translates into ensuring our education system provides each child with the support and resources that they need to excel, and that teachers receive the professional development, autonomy and meaningful feedback they need to provide an excellent education for all our childrfor all our children.

At CSU Stanislaus, our goal is to create meaningful and actionable professional development (PD) opportunities for mentor teachers to support their work with teacher candidates, and ultimately, impact student achievement.

We agree — but this spending plan takes a positive, meaningful and sustainable step toward ensuring Arizona schools and teachers have the support they need to succeed for Arizona students.

For one, given the recent draconian budget cuts that have descended on public education from coast to coast, many central offices have been gutted to the point that meaningful support to school principals and teachers seems next to impossible.

We created STEP (Supporting Teachers as Empowered Professionals), a teacher - generated policy toolkit that focuses on creating meaningful leadership pathways for tTeachers as Empowered Professionals), a teacher - generated policy toolkit that focuses on creating meaningful leadership pathways for teachersteachers.

• A deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education for teachers and their students; • A passionate commitment to improving teaching and learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and learning.

Observations (50 %): LAUSD should replace the current «barebones» teacher evaluation rubric with a rigorous, research - based rubric with clear and high expectations for teachers and meaningful feedback to identify areas for professional growth and support.

In this role, he leads a team responsible for delivering teachers and administrators cutting - edge solutions, like ADVANCEfeedback ®, that use the latest in audio and video technology to provide meaningful feedback and support to teachers through video - based observations, coaching and evaluations.

In this role, Don leads a team responsible for delivering teachers and administrators cutting - edge solutions, like ADVANCEfeedback ®, that use the latest in audio and video technology to provide meaningful feedback and support to teachers through video - based observations, coaching and evaluations.

Through quality instruction and unparalleled support and guidance, Florida Teachers fully online program provides the most effective preparation for educators to make a meaningful difference in the lives of their students.

To express support for improved systems of teacher supervision and evaluation and provide recommendations for federal, state, and local policymakers to help schools ensure effective, fair, and meaningful teacher evaluations that improve their capacity to enhance the learning of the students they serve.

«Along with meaningful evaluations, feedback and support for educators, the Teacher Excellence Fund is another key element to modernizing teaching and strengthening our schools.»

In the Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leTeacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leteacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leteacher - to - teacher professional leteacher professional learning.

Providing professional development for all adults throughout the education system centered on Meaningful Student Involvement and Student / Adult Partnerships helps teachers, administrators, support staff, parents and others focus on collaborating with students beyond simply listening to student voice.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

Creating a pipeline for recruiting teacher candidates through meaningful, supported clinical experiences

«With no local deal in sight, the time has come for our leaders in Albany to step in and implement a real and meaningful evaluation system that will give teachers the critical feedback and support they need to help their students grow,» said Jonathan Schleifer, Executive Director of Educators for Excellence - New York.

+ 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.

Evan Stone and Sydney Morris call upon districts and unions to move past politics and toward meaningful support and feedback for teachers.

«The only way to ensure that students are in classrooms with effective teachers is for both sides to finally negotiate a meaningful multi-measure evaluation system that gives educators the support, feedback, and recognition they deserve and need.»

We need wide - ranging policies that attract the best and brightest into the classroom, encourage educators to be data - driven and responsive to students» diverse learning needs, offer personalized professional development and support, and reward teachers for making a meaningful impact on student achievement.

This calendar is an organizational tool for the leadership team and staff, captures the work that supports student achievement efforts and teacher growth, and highlights meaningful connections to keep the focus on teaching and learning.

The Florida Education Association gathered 17 top teachers and together they came up with an evaluation system that would provide more meaningful, productive evaluations that teachers could use to improve, would provide ongoing support and opportunities for teacher promotion, and would even allow for a fair, equitable system of merit pay.

One teacher, Yvonnia Henderson, stated that the most meaningful work comes from the «collaboration among teachers — the sharing of successes and areas for improvement as it relates to lesson plans and student performance; being reminded each week that you are not alone and there is support when needed.»

More than 30 state and urban school leaders have offered strong statements of support for the Council of Chief State School Officers and the Council of the Great City Schools Commitments on High - Quality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and teachers.

The use of the NETS - T to frame curriculum development in both PK - 12 and teacher preparation program settings supports the notion that meaningful learning experiences for children are not complete without the inclusion of technology (Weinburgh, Collier, & Rivera, 2003).

Many sectors — governors and mayors of different political parties, state legislatures, businesses, and educators and their unions — are calling for meaningful reforms in the way we evaluate and support our teachers.

In an online letter to members, Association of California School Administrators executive director Wes Smith hints that his organization will be lobbying for a legislative solution in the current session, saying ACSA is committed to working on a meaningful «educator effectiveness» bill — so named, he points out, because principals and superintendents have a responsibility to support teachers in delivering a high - quality education for all students.

Every classroom teacher needs lessons and resources that engage students in meaningful learning, and technology can provide support by differentiating for students while they are active learners rather than passive receivers.

We look forward to partnering again with Teaching Matters to bring a meaningful opportunity to our teacher leaders and provide another support for developing their instructional skills aligned with the Common Core,» says Amy Way, Executive Director of Teacher Recruitment and Quality, Nteacher leaders and provide another support for developing their instructional skills aligned with the Common Core,» says Amy Way, Executive Director of Teacher Recruitment and Quality, NTeacher Recruitment and Quality, NYC DOE.

It also means attracting great teachers and giving them more freedom and support in their own classroom while rewarding them for meaningful outcomes like student performance.

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching sTeachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching steachers through a variety of leadership roles, which would allow them to continue teaching students.

In his article Golden Rules for Engaging Students in Learning Activities, author Nicolás Pino - James, PhD lists five ways teachers can encourage student engagement: making learning activities meaningful, fostering a sense of competence, supporting autonomy, collaborative learning, positive teacher - student relationships, and mastery orientations (positioning learning as steps towards reaching a goal of learning, rather than simply seeking a reward such as a grade or approval from parents or peers).

Nicolás Pino James Student Engagement Six key rules for student engagement include making it meaningful, fostering efficacy, autonomy support, collaborative learning, establishing positive teacher - student relationships, and mastery orientations

Disnarda Funes and her fellow resource teachers are developing meaningful interventions and supports for students struggling in their math classrooms.