At A + College Ready, we analyze the student data from our schools, interview teachers and administrators,
observe classroom instructional practice, etc..
Not exact matches
«If teachers do not deeply understand their standards — or the
instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,»
observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more
classroom practices that reflect them than did teachers elsewhere.
Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's
classroom to watch him or her teach; having a colleague
observe their
classroom; inviting someone in to help their class; going to a colleague to get advice about an
instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching
practice from colleagues; receiving meaningful feedback on their teaching
practice from their principal; and receiving meaningful feedback on their teaching
practice from another school leader (e.g., AP,
instructional coach).
Elmore and the Network focus on effective
instructional practice as a means of achieving successful student learning; by
observing actual
classroom settings in schools with particular focuses in mind, they hope to find effective strategies to meet their goals.
They
observed a considerable variation in the
instructional practices of each
classroom, which appeared to affect children's reading achievement.
They
observed the language arts activities and overall dynamic in each
classroom to identify the specific
instructional practices that appeared most successful for children entering the first grade with minimal reading skill.
Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader
practices in support of
instructional materials implementation, in which teacher leaders worked directly with teachers in their
classrooms, such as by co-teaching, conducting demonstration lessons, and
observing teachers»
instructional practice and providing feedback.
Our team has interviewed and
observed hundreds of teachers from across the country to learn where technology is falling short in their
classrooms and where teachers need additional support to take their
instructional practice to the next level.
Instead, it is a tool to a) record research - based
practices observed during
classroom instruction (or students» independent use or application of those
practices), b) identify
practices in need of refinement, c) guide productive conversations between
instructional leaders and teachers, and d) inform professional development needs.
Deepen the expertise of school leaders through training on
instructional materials and assessment, as well as visits to selected
classrooms to
observe instruction and
practice teacher literacy and math coaching and feedback.
At the end of the observation, the observer wrote a summary addressing seven key features of the
classroom ecology: (a) the general
instructional approach used in the
classroom,
instructional sequences
observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style of interacting with the children; (d) teacher's grouping
practices, and activities of children not with the teacher; (e) student engagement; (f)
classroom management; and (g)
classroom climate.
• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart
classroom instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out
classroom activities • Assist students during lunch time •
Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized
classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for
instructional purposes • Maintain appropriate
classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and
practicing patience • Deliver instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher
Professional Experience William H. Maxwell Career and Technical Education High School (Brooklyn, NY) 8/2003 — Present Assistant Principal • Oversaw daily school operations including finances, legal compliance, and curriculum development • Provided
instructional leadership to teachers of Science, Physical Education, and Health Careers • Developed and executed meaningful professional development courses for faculty and staff •
Observed classroom activities ensuring effective and professional instruction
practices