Sentences with phrase «observed classroom instruction»

The principal supervisor and principal repeatedly observed classroom instruction.

4 - 16 How often in this school year has your school administrator observed your classroom instruction?

High - scoring principals frequently observed classroom instruction for short periods of time, making 20 - 60 observations a week, and most of the observations were spontaneous.

In June, Fellows will convene in Peru to observe classroom instruction at local schools and exchange ideas and best practices with Peruvian teachers and administrators.

Tolcacher also belongs to CEL's Superintendent Network, a consortium of superintendents in the Yakima Valley who meet on a monthly basis with Dr. Steve Fink, CEL's Executive Director, to observe classroom instruction and deepen their understanding of the elements of teaching and learning.

We spent approximately four years in 12 different school communities observing school meetings and events; conducting interviews and focus groups with principals, teachers, parents, and community leaders; observing classroom instruction; and talking to teachers about the progress and problems in their reform efforts.

Not exact matches

In 2007, Robert Pianta of the University of Virginia published in Science the results of a large - scale survey of American public schools that he and a team of researchers had undertaken, observing regular instruction over the course of an entire school day in 737 typical fifth - grade classrooms across the United States, as well as hundreds of additional first - and third - grade classrooms.

We also noted that many teachers «stuck to the script» when being observed and that observers were often more comfortable commenting on classroom management than learning behaviours and instruction.

Our team also observed control - group classrooms to gather information about what business - as - usual social studies instruction was like, and to determine whether any control - group teachers used PBL (none did).

Besides talking about the pharmacy industry and reading to some students, Kramer also observed teachers asking for support in conferences, classroom instruction, activities, and disciplinary action.

«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.

Most classrooms we observed were alive, engaged places in which teachers appeared to have high expectations for their pupils and planned their instruction around the assumption that students can and want to learn.

What I began to write about and to call «differentiated instruction» was rooted in what I learned through classroom practice and now has become more fully developed through observing many other practicing teachers, conducting research, and studying the research of others.

With increasingly rigorous teacher evaluation policy, teachers» classroom instruction isfrequently observed and evaluated, and teachers are held accountable for their students» achievement gains.

The team will observe classroom teaching, including how the applicant adjusts instruction when necessary.

Teachers, for example, are observed in their classrooms five times throughout the year and rated on nine explicit criteria that the district uses to define effective instruction, including how well they explain concepts and if they check for student understanding.

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

They've opened the doors of their school buildings and classrooms, invited school leaders in to observe and give feedback, analyzed instruction in partners» schools, and shared strategies for ensuring that every student, regardless of background, achieves academic success.

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

The task was to observe instruction in literacy (reading or language arts) and mathematics, determine the kinds and frequencies of particular instructional strategies teachers used, and note classroom conditions.

This environment appears to have enriched their classroom learning by providing opportunities to «see» the progressive models of teaching they learn about in their coursework, provided opportunities — unconstrained by the hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice, and expanded their virtual internship experience by providing multiple approaches to literacy instruction.

What do leaders notice and wonder about teaching and learning when they are in classrooms observing instruction?

The teachers in the classroom are constantly observing the students which enables them to create differentiated instruction and individual learning paths for each child.

Attendees then observe the instruction in the classroom or remote viewing rooms.

Its components include things like consistent and well - defined learning expectations for children, frequent conversations among teachers about pedagogy, and an atmosphere in which it's common for teachers to visit one another's classrooms to observe and critique instruction.27

In order to get better at conducting small group instruction, Jenny decided she would visit her fifth grade colleagues» classrooms and observe them conducting lessons like these.

When observing science classroom instruction, IDRA uses the Reformed Teaching Observation Protocol.

One of the first steps is to train school leaders to use CEL's rigorous 5 Dimensions of Teaching and Learning, a research - based framework for observing and analyzing classroom instruction and providing meaningful feedback to teachers.

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.

The completed online, video - based assessment tool aims to measure how school leaders can observe and notice the quality of classroom instruction, interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.

School administrators Powell and Napoliello identified key indicators of differentiated instruction that they might expect to see when observing classrooms.

Teachers are paired with a coach for an entire school year (sustained approach), they regularly reflect on videorecordings of their classroom instruction and carefully observe how they interact with students (approach focused on interactions), and they apply the validated Classroom Assessment Scoring System (CLASS - S) to improve the quality of their interactions (rigorous approach).

She also introduced learning walks to observe classrooms, with a focus on assessing whether instruction was appropriately challenging and standards - aligned.

General and special educator observers will have the opportunity to shadow their counterparts, observing the dynamics of the collaborative relationship during co-planning and co - taught classroom instruction, as well as other responsibilities of the teachers.

Networks of professionals — principals, teachers, central office personnel — from across a district come together to observe in classrooms and engage in deep dialogue about instruction.

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.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

On three occasions (fall, winter, spring), each teacher who agreed to be in the data collection sample was observed for an hour during reading instruction time, to document their classroom practices in the teaching of reading.

In a sense, the data capture the nature of classroom instruction in schools like the ones in which we spent a year observing teachers and testing children.

It does appear that the reform effort is helping teachers at one school make changes in their classroom reading instruction according to research - based practices; increased growth in students» reading achievement was observed from Year 1 to Year 2.

Long considered critical support for teachers in their first years on the job, induction programs typically offer a lot of individualized mentoring from more experienced educators and time in classrooms to observe exemplary instruction techniques.

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.

From observing over 17,000 classrooms, the authors provide valuable insight into how to smooth the transition from simply planning instruction to designing high - quality student work.

The principal was visible in classrooms and around the school, observing instruction, interacting with students, teachers and parents, actively engaged in meetings and workshops, and accessible.

Virtually observe, coach, and assess classroom instruction by remotely dropping into any class at any time and from anywhere

Teams of teachers, instructional coaches, and administrators, led by a lead teacher, visit classrooms and then discuss what they observed using the schools / districts common language of instruction.

The ISS team then worked directly with the teachers, regularly observing instruction in their classrooms and providing feedback.

Teachers and students benefit from principals and evaluators who are trained and certified to observe, analyze and rate instruction, before they ever step into a classroom to observe a teacher for the purpose of evaluation.

You'll observe classroom examples of the non-negotiables of differentiated instruction in action.