Sentences with phrase «of high quality professional learning»

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high quality professional learning experiences.

Not exact matches

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

Two leading professional learning organisations announce an important expansion of their current partnership that will enhance educators» leadership capacity through more high quality professional learning experiences.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

High quality, professionally designed pages of learning material put together by a successful Home Tutor and professional Graphic Designer.

This struck me as a triple win: the students had a high - quality learning experience, the teacher had a rewarding professional experience, and the burden of creating the unit was shared among a group of teachers rather than each teacher laboring in isolation.

The Programs in Professional Education (PPE) institute, The Leading Edge of Early Childhood Education, is structured to highlight the best of what we currently know about healthy child development and high - quality systems, schools and classrooms of early learning, while also bringing in new thinking from other fields to provide insights that bear on the design of preK improvement and expansion.

Preparing for adulthood • Planning for young people's futures • A broad range of education and learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements

These schools, in turn, will provide an initial test case of an operating hypothesis in the personalized learning space: that a high - quality platform and professional development supports surrounding platform implementation could be critical levers to scaling personalized approaches across traditional settings.

School leaders can use the SPTQ to gain a useful overview of the quality of teaching in their school, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching standards.

«It would be worth establishing the extent to which out - of - field teachers are supported by in - field teachers and by the school leadership, particularly in relation to access to high - quality professional learning.»

The International Chamber of Commerce (ICC) has taken the benefits of digital learning platforms and launched The ICC Academy — a professional education initiative with the goal of providing high - quality education to anyone, anywhere in the world.

We undertook a large - scale consultation with hundreds of individuals and organisations from across the sector and sought out the highest quality research on what types of professional development seem to make the biggest difference to teachers» and students» learning.

The projects — models of high - quality student work in subjects across the disciplines, from classrooms across the country — were the focal point of a workshop for arts - inspired educators, part of a three - day professional development summit earlier this month called Arts and Passion - Driven Learning.

The AACTE is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PreK - 12 student learning.

«Early education leaders need many more high - quality professional learning opportunities,» said Stephanie Jones, professor of education at the Harvard Graduate School of Education and co-director of The Saul Zaentz Early Education Initiative.

Included in Education Week's lineup of print editions are three high - profile annual reports — Quality Counts, Technology Counts, and Leaders To Learn From — and a mix of popular reports on such subjects as literacy instruction, personalized learning, student assessment, school principals, and teacher professional development.

The Saul Zaentz Professional Learning Academy at the Harvard Graduate School of Education is offering a new Certificate in Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envirLearning Academy at the Harvard Graduate School of Education is offering a new Certificate in Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envirlearning environments.

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

• Strengthens leadership capacity of principals, deepening their ability to be leaders of high - quality professional learning.

FRS Leadership Team of leading educational experts to create a research - based, two - day agenda that is action packed with personalized professional learning that models high - quality professional development practices lead by expert facilitators.

Proposed changes to improve teaching practices, including implementation of content - rich curriculum and effective use of assessment data, and proposed changes to professional development are central to our effort to ensure every child in Head Start receives high quality early learning experiences that will build the skills they need to succeed in school and beyond.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Since 1987, the National Board for Professional Teaching Standards has sought to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do.

Learning Forward (formally the National Staff Development Council), an organization focused on effective educator professional learning, adopted and expanded the Guskey and Sparks (2002) model by developing a set of standards for high quality educator learning (Learning Forward, 2011; National Staff Development CouncilLearning Forward (formally the National Staff Development Council), an organization focused on effective educator professional learning, adopted and expanded the Guskey and Sparks (2002) model by developing a set of standards for high quality educator learning (Learning Forward, 2011; National Staff Development Councillearning, adopted and expanded the Guskey and Sparks (2002) model by developing a set of standards for high quality educator learning (Learning Forward, 2011; National Staff Development Councillearning (Learning Forward, 2011; National Staff Development CouncilLearning Forward, 2011; National Staff Development Council, 2001).

When planning high quality professional learning for educators, administrators and teachers should begin by examining the context of the school.

But in actuality ~ somehow it seems bolder to argue that all students can learn regardless of background ~ in safe supportive environments ~ with high - quality teachers and school staff that maintain a collaborative relationship with management ~ have access to professional learning opportunities ~ and receive adequate salaries and professional respect.

Professionals can engage in high quality learning in the confines of their workplace or even home without spending time on commute, boarding or college fees.

Identifying the ingredients of a high - quality early childhood experience is a key goal of the Zaentz Initiative, which is conducting a large - scale study on early learning environments and hosting a professional learning academy for early education.

We pursue interlocking strategies for impact: conducting research to drive policy and practice, designing and spreading high - quality professional learning, and pioneering a fellows program to build a pipeline of new leaders.

With over 30 years of experience connecting research to instruction, Project CRISS provides high quality, practical professional development and support materials for K - 16 teaching and learning.

The new partnership capitalizes on the strong connections the Forum and WakeEd have with state and local leaders in education, business, and government, as well as the expertise of staff members at the two organizations in professional learning and state / local education policy, to deliver a high - quality experience for participating teachers.

Following the report presentation, practitioners and policymakers in attendance discussed the ways federal, state, and local policy and resources can help support the implementation of high - quality professional learning opportunities for teachers.

According to professional standards, high - quality pre-k programs are based on early learning standards that address multiple domains of development — academic, social - emotional, and physical — to ensure children are growing in all the ways that enable them to be healthy and ready for school.National Education Goals Panel, Reconsidering Children's Early Development and Learning: Toward Common Views and Vocabulary (Washington, DC: US Government Printing Officelearning standards that address multiple domains of development — academic, social - emotional, and physical — to ensure children are growing in all the ways that enable them to be healthy and ready for school.National Education Goals Panel, Reconsidering Children's Early Development and Learning: Toward Common Views and Vocabulary (Washington, DC: US Government Printing OfficeLearning: Toward Common Views and Vocabulary (Washington, DC: US Government Printing Office, 1955).

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

If we see impact evaluation as a high quality learning tool for professionals as well as young people, we can bring about a step change in its application: fewer «happy» sheets and more evidence of real difference.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences.

The Learning Policy Institute's Principal Research Manager Marjorie Wechsler presented the report findings, which include 10 important elements of high - quality early childhood education programs, as indicated by research and professional standards.

We offer lifelong, high - quality programs for all sectors of the community including continuing education, professional learning, student enrichment programs and community opportunities.

These «predictive» or «formative» indicators include in - school factors such as strong classroom assessment and professional development for teachers, and out of school factors such as health care, housing, nutrition, and availability of high - quality pre-school; whether educators are using information in a reasonable way to improve teaching, learning and school quality; and whether the state and federal governments are providing positive support in these areas.

CBF provides high - quality professional learning that meets the evolving needs of teachers and schools across the watershed through the Chesapeake Classrooms program.

Data - driven decision - making within a professional learning community: Assessing the predictive qualities of curriculum - based measurements to a high - stakes, state test of reading achievement at the elementary level.

Supporting initiatives, like those led by the National Board of Professional Teaching Standards, will equip educators with the training they need to deliver high - quality learning opportunities for all students,» said La June Montgomery Tabron, WKKF president and CEO.

b) Collaborate with professional associations to provide leaders with high - quality professional learning focused on transformational leadership to ensure successful implementation of the resources, practices, and procedures for personalized learning.

Alexandria, VA (8/21/2014)-- ASCD, a global community dedicated to excellence in learning, teaching, and leading, is pleased to offer teachers and administrators a selection of high - quality professional development opportunities as they head into the new school year.

They benefit from continuous learning and support along the professional continuum, including through high - quality preservice education, ongoing high - quality professional learning, meaningful evaluation tied to professional growth, and opportunities to take on leadership roles regardless of official title.

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.

Frontline Research and Learning Institute found that only 20 percent of professional development and training for teachers meets the definition of «high - quality professional learning» undLearning Institute found that only 20 percent of professional development and training for teachers meets the definition of «high - quality professional learning» undlearning» under ESSA.