Sentences with phrase «observe instructional practice»

If you visit most American schools today, you'll observe instructional practices that are not designed to develop students» competencies and engagement in learning, but to teach simple recall tasks that can be transferred to test scores.

These two teachers» instructional practice with the IWB varied significantly from their observed instructional practice without the IWB, X2 (1, N = 91) = 80.4, p <.001, indicating that the inclusion of the IWB altered their typical instructional behaviors in the observed lessons.

It also took a three - pronged approach to peer observation, giving teachers opportunities to observe instructional practices through leadership rounds, peer visitation, and real - time coaching sessions.

Not exact matches

In order to reach this end goal, principals need to have knowledge of this instructional practice, and they need to be able to observe teachers and offer meaningful feedback in this area of practice.

Beyond opportunities to observe and analyze instructional practice and student work, participants also worked together to apply effective protocols and build teamwork to improve teaching and learning.

Learn the principles and practices of instructional rounds, a research - based approach to observing, analyzing, and improving teaching and learning.

«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.

To get a picture of their instructional practices, we observed each teacher for an hour of reading instruction each month from December through April.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

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.

Both the principal and the literacy coach supported teachers by reviewing lesson plans, observing instruction, and engaging in reflective dialogue with teachers about their instructional practice.

In addition, the specific topic of instruction, characteristics of pupils observed, and other situational factors affect instructional practice and decisions.

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.

However, when the IWB was not utilized, Ms. Adams and Ms. Brown were observed regularly utilizing student - centered instructional practices, similar to the making pedagogical approach, in which students learn through product creation.

The data indicate that when the teachers were observed utilizing an IWB in their social studies instruction, they shifted away from the student - centered instructional practices observed when they did not use the device.

Consequently, while I observed a sample of the teachers» instructional practice, I did not see every instance of IWB integration.

As this study examined instructional practice and the degree to which the use of an IWB had an impact on the teachers» instruction, a systematic approach to observation that captured patterns in observed behavior was warranted.

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.

«Observing and analyzing instruction, providing just - in - time feedback to teachers and supporting their professional learning are three critical practices for effective instructional leaders.

Pick an instructional practice you think benefits children, and go out and observe it; then, come back as a group and talk about what you saw — the good and the bad.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

If instructional leaders observe together or in purposeful learning tours, they are able to practice inter-rater reliability.

Teachers are grouped in collaborative instructional teams that participate in several instructional rounds of observing, sharing, and reflecting on their practice.

Sherry and Roggenbuck (2014) observed that in their early attempts to respond to student writing English teacher candidates imitated their own former high - school teachers» instructional strategies, despite their having expressed negative feelings about those assessment practices.

Since 2006, New York City's schools have begun to assimilate new supports, from Quality Reviews in which outsiders carefully observe the school, to creating in - house teams of teachers and administrators focused on refining instructional practice based on data and results for students, to building relationships with peer schools and support providers through networks.

Full - time instructional coaches work directly with corps members, observing their practice and providing professional development in order to accelerate student progress.

Reflective Partners is a professional development approach that asks teachers to engage in purposeful reflection about their instructional practices; collaborate with colleagues; intentionally plan lessons; observe their own teaching by way of recording their lessons regularly; and use a common language (CLASS) to frame reflection, observation and discussion.

At A + College Ready, we analyze the student data from our schools, interview teachers and administrators, observe classroom instructional practice, etc..

Third, we find considerable differences in teacher support and teacher influence on instructional policies and practices between charter schools and traditional public schools, which might help explain the higher returns to experience on teacher effectiveness as well as the observed effectiveness gaps between charter schools and traditional public schools serving disadvantaged students.

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.

Based on Data Wise and Data Wise in Action, Key Elements of Observing Practice offers insight into one of the most challenging steps in capturing data about school performance: observing and analyzing instructional Observing Practice offers insight into one of the most challenging steps in capturing data about school performance: observing and analyzing instructional pPractice offers insight into one of the most challenging steps in capturing data about school performance: observing and analyzing instructional observing and analyzing instructional practicepractice.

Sandoval and the rest of his district team regularly meet with the interventionist teams in each school, both to observe classes and model instructional techniques, sharing best practices that have worked in other schools.

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.

DRA2 + gives educators the tools they need to observe and document student reading abilities as well as inform instructional practice.

Focus: As you view this video, take notes on any good instructional practices that you observe.

To collect information on implementation and changes in instructional practice, we conducted telephone and in - person interviews with professional development providers, teachers, and school leaders; administered a teacher survey; gathered data on the intensity and focus of the professional development; and observed professional development events.

In instructional rounds, educators seek to observe and document trends in practice at a given school.

In this second dimension, school leaders use a research ‐ based instructional framework to provide the shared vision from which to observe, analyze, and plan professional development for teaching practice.

• 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