Sentences with phrase «mentors on classroom practice»

We found that the teachers who made the most gains in their classroom practice (as measured by the CLASS ™ observation tool) focused their conversations with mentors on classroom practice — following a cycle in which mentors observed teachers and collected data, interpreted the data with mentees in post-observation meetings, planned next steps together and kept in touch between monthly visits.

Not exact matches

In a SYTT program, you will definitely be working on deepening your practice through course work, classroom time, and individual assessment of your self and with your mentor instructors.

This reflects the call by government for a more clinical focus on teacher preparation whereby would - be graduates are required to observe and be engaged in classroom practices in a systematic and sustained manner with quality teachers; teachers who are identified and upgraded as lead or mentor teachers.

We are excited about the progress of our mentor teachers and realize that they are key to strengthening the clinical practice of our teacher candidates and preparing them to be ready for their own classrooms on Day 1.

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

Principal mentors are provided a toolkit of mentoring resources and work with mentees to create a customized mentoring plan that focuses on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback, effective school - level practices and classroom - level practices, and using data to improve instruction.

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.

Educators apply individually, and accepted applicants will be paired with an alumni mentor from the program to develop lasting one - on - one relationships committed to expanding artistic practices in classroom environments.