Sentences with phrase «not focused on instruction»

Although it's not focused on instruction, there are instructional moments that would be good discussion items for teachers.

Not exact matches

If the Bible were clearer on exactly what we are and are not supposed to do, then the focus of Christianity would shift on to those instructions; much as Jewish focus zeroed in on the Torah.

I'm not convinced that we have enough purity to do the same for any extended period of time, hence the NT instructions toward ministry that builds up and encourages things that are focused on Jesus.

Hi Rebekah, I would say that the colour of the soup is not the most important thing, if you follow the instructions for this recipe and the colour turns a bit different there is no need to worry, as you say it may depend on the red cabbage itself, but I would focus on the balance of the ingredients in this soup that makes it highly nutritious and its taste rather than a bit of variation in colour.

When it was evident that Anderlecht was getting back into the game instructions should have been given for us to focus on our defending, not so much on our attacking.

First, I could not solely focus my research on mathematics instruction; because the education I witnessed was so integrated and was indicative of best practices, I changed the study to be part of a growing body of knowledge on school restructuring and reform.

Westerberg: Great schools focus extensively on instruction, and many high schools are not set up for that.

There aren't an over abundance of options to choose from, which lets you focus on designing learning, instead of instructions on how to use the LMS.

Here's another tip: use the pre-test data to further target your instruction so you are focusing on the necessary skills and knowledge not yet mastered by the students, rather than «covering the entire lesson» simply because it's on the pacing schedule or within the textbook.

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

It's not unusual for schools in Shanghai to appoint one principal specifically to focus on improving classroom instruction.

This was a only a small - scale study, but that didn't stop Rothstein from drawing the far - fetched conclusion that «educators have a stake in promoting a federal income policy that focuses on immediate income support for the unemployed, because this in itself could make instruction more effective.»

A teacher who focused only on the work he completed may have been slightly annoyed that he hadn't strictly followed the homework instructions.

We don't need to be focusing on test prep — we need to be focusing on our students and effective instruction!

Students who are not making sufficient progress in Tier 2 receive Tier 3 instruction, which focuses on a few skills in daily sessions that are often one - to - one.

Instead of asking whether we should or should not test students at all, we should focus on how we can use the highest - quality assessments and ensure that outcomes are given to educators so they can improve instruction.

The mission of the program is to offer students, many of whom don't do well in traditional instruction, the opportunity to focus on the fun of learning, exchanging ideas, testing out talents, and meeting people.

Indeed, these statements highlight the intent of any set of standards; i.e., they focus on outcomes, not curriculum or instruction.

One example of this commitment to the continuum is in New Jersey, where Garden State leaders have not only focused on successful STEM educator preparation and instruction, but are also looking at the long - term economic benefits coming from excellent STEM teachers and successful STEM learners.

I hope to make the work of instructional leaders sustainable and scalable so that the focus on data - driven instruction, a focus on culture and continuous improvement becomes the norm and not the exception.

When many unrelated skills are targeted simultaneously, the learning outcomes are not as strong as compared to instruction that focuses on one skill or a set of inter-related skills

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

Why are we not focusing more on collaborative learning as opposed to lecture and direct instruction?

Often there is not enough time to focus on what should be their primary task: improving instruction.

The Marzano Causal Teacher Evaluation Model has been chosen by Washington's Superintendent of Public Instruction and Washington's Teacher / Principal Evaluation Pilot as one of three preferred evaluation models, not least because the focus of the model is squarely on teacher development and increased student achievement.

Ms. Sadia White, Chief Academic Officer of the NPS made this point crystal clear to school leaders in that district when she stated «we do not and will not seek a silver bullet, we will focus on the work of improving instruction every day in each of our schools.

For example, studies of how teachers use their time during instruction have not focused on actions principals take to monitor or set expectations for the delivery of high quality instruction.123 One purpose of our study is to clarify the concept, at least in some measure.

This suggests that in order to close achievement gaps, schools need to work on helping students gain these skills and mindsets and that simply focusing on improving instruction and revising curriculum alone will not close the gap.

A 2017 report found most principal certification programs «do not provide comprehensive instruction focused on children prior to kindergarten.»

When the activity drives the lesson rather than the objective, however, we likely aren't keeping our instruction focused on moving students closer to their goals.

Sometimes we try to teach students every single detail about one idea / concept instead of focusing on the main points because (a) we want students to have a thorough understanding of the objective or (b) we aren't really sure how to focus our instruction on the most essential ideas.

Rather, it is a story about leadership that combines a firm belief in each child's potential with an unrelenting focus on improving instruction - and a conviction that principals can't go it alone.

By allowing states to focus on the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps), the administration is also letting districts not under watch off the hook for serving up mediocre instruction and curricula.

More research is surely called for, but our suspicion is that the finding is a lesson about expertise: Districts need to make sure not only that principals have time to focus on instruction but also the skills to use that extra time well, that is, the expertise to help teachers improve.

The research focus on the IWB may have resulted in the teachers feeling pressure to utilize the device in their social studies instruction when they would not normally have done so.

John McCoy, D - Tulalip, who commissioned the $ 25,000 report, said it confirmed his impression that teachers are not being given enough time to focus on instruction.

But our entire system should be geared towards, if we really believe these kinds of things about RTI (response to intervention), if we really believe in the differentiation of instruction and we are training our teachers and supporting our teachers well about how you do differentiation that would be what our primary focus should be, not on recovery.

The DESSA SEL Inventory helps schools focus on the specific behaviors that students display — or don't display — so that SEL instruction can be more intentional, effective and integrated throughout the week.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

When the number of students not likely to meet the goal is high, the focus needs to be on core instruction.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

The typical teacher evaluation in public education consists of a single, fleeting classroom visit by a principal or other building administrator untrained in evaluation who wields a checklist of classroom conditions and teacher behaviors that often don't focus directly on the quality of instruction.

We see places around the country that focus almost entirely on good instruction, but teachers don't know how to manage their classrooms, or vice versa.

IEFA is not traditional «Indian Education» which was focused, typically, on instruction for Native students only, and often, only for those on or near reservations.

They haven't received rigorous instruction — and because beginning and introductory - level language and English as a Second Language classes tend to focus mostly on basic retrieval of vocabulary, many educators aren't even sure how help language learners meet rigorous standards.

• A common language of instruction • Lists of possible evidences for each element • Identical scales: «not using» to «innovating» • An extensive research base for the Marzano models • Validation from use in other schools • A focus on common learning goals

You can keep them occupied with engaging center activities designed to reinforce skills taught during whole group instruction that do not require further instruction and free you to focus on one specific small group.

«We're focusing on how we know if students are learning, and what do we do if they don't,» explains Michael Tolley, Seattle's Director of Instruction for High Schools.

Sichting says he wanted his teachers to focus on their classroom instruction, not test scores.

But this time, we were instructed not to focus on instruction.