Sentences with phrase «needs curricular support»
«Firstly, even though the Australian Curriculum places some value on an aesthetic response to books, reading for pleasure is not something it strongly promotes, so if we want teachers to place a greater emphasis on reading for pleasure in the classroom, this needs curricular support.
https://www.teachermagazine.com.au/ Not exact matches
All programs are supported by an educational component or curricular connection to ensure that Byrne Creek students and their families acquire the knowledge and skills needed to make healthy choices.
School districts across the United States are honing their approaches to help newcomer students meet the challenges they face - from developing processes to identify students» academic and socioemotional needs, to connecting them with mental - health and legal supports, and tailoring curricular pathways in ways that balance student needs with policy constraints.
Therefore, an educator could integrate an activity into a lesson plan to support a curricular need while also addressing a bullying concern.
This will satisfy ESEA / ESSA's evidence - based practice requirement, resulting in better decisions relative to the organizational, curricular, instructional, and multi-tiered systems of support practices (including strategic and intensive interventions) that are needed by a school relative to staff and student success.
TDS has developed a range of curricular materials that address the need for accelerated student learning and support teachers in taking new approaches.
The SLMS supports the curricular and instructional needs of school.
We reviewed widely adopted models that offer a comprehensive set of services that support curricular, professional development, governance, scheduling, family and community relations and other changes needed to improve schools.
The high access learning environment is a fundamental change needing leadership commitment, sustainable funding commitment, many layers of project support, focused curricular goals, and community support.
Implications for Practice Teachers need to support young adolescents» quest for identity formation through curricular experiences, instructional approaches, and opportunities for exploration.
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.
The SLMS supports the curricular and instructional needs of school.
Three inter-related activities enable the CFA to realize its purpose: supporting the research, public productions, and in - studio teaching needs of the departments of Art and Art History, Dance, Music, and Theater; leading inter-disciplinary collaborations and other initiatives that integrate artists into creative curricular and co-curricular initiatives; and organizing powerful encounters between visiting artists and diverse elements of the Wesleyan community, the greater Middletown community, statewide, and regional audiences.
The successful candidate also will contribute to the School of Law's curriculum and student success through additional teaching obligations; these additional obligations will be determined based on the School of Law's curricular needs and the successful candidate's interests and skills, and may include academic support programming, intercession courses, skills team coaching, etc..
The position may have additional teaching obligations based on curricular and academic support needs.
The model has three complementary components: group workshops based on structured curricula; supplemental activities to build on workshop themes; and family support services to address participation barriers, connect families with needed resources, and reinforce curricular themes.