Sentences with phrase «meets the needs of individual teachers»

In Lowell, 52 percent of 710 teachers believe professional development was not differentiated enough to meet the needs of individual teachers.

It's ongoing and meets the needs of individual teachers in real time.

Not exact matches

«the care and dedication of individual teachers»...» the loving approach of the teachers»...» the personal attention my child receives in the classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are well - acquainted with my child and every concern I've had about my child has been met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each child and class»...» mindfulness toward the children's needs»... «love that the teacher stays with the child through 8th grade»

Teachers need support in reaching beyond the classroom to see that the individual emotional needs of all students are met.

Those who believe their schools are «doing it right» told me that adapting the curriculum to meet the needs of individual special education students also forces them to adapt the curriculum to more closely meet the individual needs of each student in the class — and that the ongoing support of special education teachers and paraprofessionals provides them with the time and resources they need to do it successfully.

«Good teachers are able to meet the needs of individual students and meet the needs of the larger group,» Greene contended.

For example, for Standard 3, we want to know how the teacher works with a group of 25 students, with a range of needs, and adapts instruction to meet their individual needs.

Regardless, teachers can aim beyond the standardized test as just a summative assessment, and instead use it as a tool to reflect upon instruction and meet the needs of individual students.

Therefore, we're training teachers to measure and pay attention to the range of learning styles in the group and to use various techniques to meet individual students» needs.

Created around specific school needs, and recognising Brentfield's high percentage of pupils with English as an additional language, the partnership also provides the school with cutting - edge digital resources, helping teachers to meet the learning needs of each individual child.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

Enjoy this short video example of great EDUCATIONAL SATISFACTION for both TEACHER and PUPIL when INDIVIDUAL NEEDS are MET.

«The teacher tries to devise a daily routine that will best serve the largest number; but she often finds it impossible to meet the individual needs of some children who do not lend themselves to education on the plan of mass production.»

Encourage teachers and other district personnel to stay motivated by keeping them updated on how todays technology makes available a multitude of teaching resources and provides targeted information and tools to meet individual student needs.

The two charter schools use routine diagnostic assessments to respond to individual learning needs and hold regular team meetings between teachers and the instructional coordinator to align instruction and improve sharing of expertise.

Schools and academies are being asked to sign up to the charter which pledges to give teachers: - A fair and reasonable workload - High - quality training and professional development opportunities that meet the needs of individual members of staff - Competitive and attractive pay and rewards packages - Prohibiting the use of «probationary period» contracts in schools

Equitable Services = Specific, Effective & Allowable The intent of the Elementary and Secondary Education Act is that districts use their federal grant dollars to design programs and services that meet the individual needs of teachers and students in non-public schools.

In the case of a planned absence, the teacher could meet with the ELF beforehand to brief him on the lesson and individual students» needs.

Through a flexible approach of whole - class instruction, differentiated small - group instruction, and individual student practice, teachers have the flexibility they need to meet students at their skill levels and adapt instruction accordingly.

Leaders of schools that rely heavily on online credit recovery say they try to purchase courses that can be easily broken apart, so teachers can reorder the lessons or pull out specific sections to meet individual students» needs.

Teachers prepare students for careers of the future by incorporating technology skills into their teaching and meeting the needs of individual learners through computer learning programs.

One way for schools and kindergarten teachers to tailor instruction to meet the needs of individual students is through using data from a kindergarten entry assessment (KEA).

Teachers determined which students were on track, which needed more support or extension, and thought creatively about how to meet the specific needs of individual students.

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students» needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA).

Through frequent and ongoing assessments, teachers target instruction to meet the learning needs of each individual student.

LEAP is defining and articulating the teacher practices that best meet individual student needs; determining the school - and classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact of personalized learning and edtech programs on student achievement.

Planning for daily instruction also means that a teacher, regardless of content, is required to differentiate or tailor instruction to meet individual student needs.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Teachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on studeTeachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on studeteachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on student work.

Strategies that produce better teachers, expand teaching methods to accommodate a range of learning styles, take advantage of today's cornucopia of technological resources, and meet the individual needs of each student can yield substantial benefits.

This model allows our team of teachers to serve the whole child by offering both grade level access to rigorous standards and «just right» personalized intervention and acceleration to meet students» individual needs.

Tapping into the Power of Longitudinal Data: A Guide for School Leaders looks into ways that teachers and principals can use longitudinal data to meet students» individual needs and improve performance.

Examining student growth helps teachers and school leaders understand and meet the learning needs of individual students as well as entire grades and buildings.

The teacher will plan IEP's, curriculum, prepare lesson plans, and prepare other instructional materials to meet the needs of each individual student that I ncldues physical, emotional, and education levels of development.

The blended learning software the school uses allows teachers to differentiate instruction to meet the needs of individual students.

Now, increased access to technology and evolving blended learning strategies offer teachers more effective ways to meet the individual needs of ELLs — and all students, for that matter.

Individual mentors may be unable to meet all of the different mentoring needs of preservice teachers or sometimes might not be optimal personality matches with particular teacher candidates (Gareis & Nussbaum - Beach, 2007).

We are committed to providing rigorous curriculum that meets the individual needs of every type of student, reinventing the role of the teacher and leveraging only the best technology.

Preservice teachers must have the knowledge and skills to incorporate these tools in their instructional planning so that the unique needs of individuals with disabilities can be met.

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»

There are several tools that teachers can take advantage up to meet the individual needs of special needs students.

Articulation of district and schoolwide goals and flexibility to ensure that teacher leader roles and responsibilities meet the needs of individual schools

This is a short - sighted response because it fails to give appropriate weight to the teacher, along with many other elements of the schooling context (e.g., high - quality instruction tailored to meet individual needs, strong home - school relationships, systematic evaluation of pupil progress) in explaining the growth of poor children's reading ability (Taylor & Pearson, 1999).

Teachers then entered a second stage we call skill building in which they developed and used formative assessment more deliberately to meet the needs of their individual classrooms.

A more helpful accountability system would focus first on building the capacity of teachers, schools and districts to ensure that all children receive a high - quality education that meets their individual needs.

Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

In this spirit, one key role of school leadership is to provide ongoing opportunities for teachers to develop their assessment literacy so they can better meet diverse individual student needs, promote student growth, and experience invigorating professional success.

Our professional development in the AMU framework comprises a combination of on - site and web - based training to help teachers effectively administer the assessments, track student progress, and target instruction to better meet students» individual needs.

Designing reading instruction that meets the needs, abilities, and interests of individual students is no longer enough; teachers must also familiarize themselves with and teach to the state and local standards.

Mintrop (2001) suggested that student teacher training programs embedded with voluntary online seminars are useful to meet the immediate needs of individual teachers and build a sense of belonging, but the demands and expectations for learning under these situations should also be somewhat downscaled.