Sentences with phrase «of responsibility for student learning»

Analyzing more than a decade's worth of data from Chicago Public Schools, they found that schools where adults demonstrate a shared sense of responsibility for student learning are four times more likely to make substantial gains in reading than schools without strong professional ties.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Not exact matches

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

i think the school has the responsibility to make sure that students are equipped for a day of learning.

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of taking responsibility for their community, and gain the skills to make positive changes in The Bronx and become future leaders.

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of responsibility for the community, and gain the skills to make positive changes in The Bronx and become future leaders.

Science has learned that the president's 2005 budget request, due out early next month, would phase out the National Science Foundation's (NSF's) largest program to improve student achievement in science and math and shift responsibility for it to the Department of Education, which now runs a similar program.

Active Physics, a course based on the textbook Six Ideas That Shaped Physics by Thomas A. Moore of Pomona College, has its roots in the 1980s when educators, dissatisfied with lecture courses, became interested models of instruction that require students to take more responsibility for their own learning.

First kisses, break - ups and polyamory are among the topics covered in Personal and civic responsibility, love of learning, and empathy for others: these are the qualities that Wayland High School seeks to instill in its students.

It's not just what students learn at school that prepares them for life, but the environment they learn in and the responsibility they are given to take ownership of their education.

They are built on the ISTE (iste.org) student standards which are in place to ensure the following... - Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity - Demonstrate personal responsibility for lifelong learning - Exhibit leadership for digital citizenship They are an essential resource for a computer lab or any classroom to prompt a discussion around technology, ethics and respect.

A common practice in literacy learning is to gradually release responsibility for learning over to students, through a modeling approach of «I do, we do, you do.»

In place of that old standby, the students took on responsibility for describing their first - hand knowledge of their school day and learning.

Kristie Fink: The standards do not explicitly address the quality of the learning environment or the culture of respect, responsibility, and excellence that must be in place for optimal student learning.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Students become autonomous, taking responsibility for every piece of the learning process, and you find yourself sitting back and watching your well - oiled machine work on its own.

We have to let go that image; knowledge exists irrespective of the teacher, and the more we empower, allow, permit, even «force» students to take ownership and responsibility for their learning, the better prepared they will be for the future that awaits them.

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.»

It will increasingly be the responsibility of all educators to ensure that the learning they engage in is targeted toward improving student outcomes, has a plan for implementation, and is tailored to the context.

Includes: Lesson plan to explain Assessment objective sheets Task cards to print which are used to match to the assessment objectives and to put in order of completion Checklist template Weekly schedule for student to fill in what they will complete for each week Encouraged independent thinkers and learners taking responsibility for their own learning.

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

First, we brainstormed ways in which the entire class might be recognized for positive behavior that was goal oriented, such as 100 percent of students handing in homework, or being recognized by other teachers for showing Respect, Responsibility, and being Ready to Learn (the Pond Road Middle School Positive Behavior Support Program).

Most importantly, it takes seriously what it means to understand the relationship between how we learn and how we act as individual and social agents; that is, it is concerned with teaching students how not only to think but to come to grips with a sense of individual and social responsibility, and what it means to be responsible for one's actions as part of a broader attempt to be an engaged citizen who can expand and deepen the possibilities of democratic public life.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

A song can improve transitions because it becomes a behavior cue: Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take responsibility for their own learning.

«Students in those kinds of classrooms are supportive of one another, work together cooperatively, encourage one another, assume responsibility for their own learning and behavior, and are allowed to make decisions.»

This model involves encouraging students to take and accept responsibility for their own learning and behaviours using questions and statements of fact.

Her responsibilities focus on the encouragement and support of student learning and the creation of opportunities for individual student growth.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

Here, Downsborough shares strategies for administrators aiming to build a whole - staff, respectful approach to teaching and learning; an approach where students take responsibility for improving their quality of life.

«The most beautiful part of this conference was this notion that students were taking very seriously their own education and felt a responsibility for crafting learning experiences that...

A: Building teachers» sense of responsibility for what students learn requires coordinated efforts of many school personnel.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

«Students must be willing to take responsibility for their own learning,» says Matt Wicks, director of virtual learning at the Illinois Mathematics and Science Academy, who oversees the Illinois Virtual High School.

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

For example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeiFor example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeifor improving student learning and wellbeing.

It is important that teacher education students begin to take responsibility for the learning of young people from the start or in the first semester of their teaching degrees.

Care for a pet: Allowing a pet in the classroom helps students learn about responsibility beyond taking care of themselves.

Key components of the CFL program were support and training for teachers, a learning management system designed to help middle school students develop a sense of responsibility for their own learning and behavior, and an emphasis on community and family involvement.

How Sharing Control of Learning with Students Make Differentiation Better Too often, differentiation (especially when it's called differentiated instruction) places nearly all of the responsibility and work for differentiation in the teacher's court.

Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.

This ongoing interaction promotes student responsibility for — and ownership of — their individual learning experience.

However, unlike the Finnish inclusion model, colleagues refer students with learning problems to our program as a way of not having to take responsibility for the success of weaker students.

«The most beautiful part of this conference was this notion that students were taking very seriously their own education and felt a responsibility for crafting learning experiences that would help us be better as professionals,» says Project Zero Researcher Veronica Boix Mansilla, Ed.M.»

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

Through the project teachers learn how to share decision making, advocate for policies that support student learning, work collaboratively to implement and monitor the effectiveness of instructional approaches, and establish a culture of risk - taking and shared responsibility for student learning.

Major Responsibilities: Create a caring environment that promotes risk - taking and innovation for kids; support our mission of high - level technology integration in a expeditionary learning environment; build greater levels of scholarship, leadership, citizenship, and stewardship in our students.

Based on our focus group conversations with teachers over three years, engaging students in learning can be further complicated by pressures to prepare students for mandated exams or limited understanding of how external factors like home life and job responsibilities impact students» engagement.

The teachers they observed teaching for meaning wanted to give children more responsibility for learning, wanted to provide academic tasks that asked more of students, and sustained engagement in learning among children.

When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it.