Sentences with phrase «of teacher collaboration»

Many of the working conditions strategies are aimed at supporting high levels of teacher collaboration.

A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools.

In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement.

It relies far more on internal expertise and on the fruits of teamwork to capture and multiply the effect of teacher collaboration through topical, continuously offered teacher - taught seminars.

One of those approaches is the use of teacher collaboration within professional development sessions and within embedded classroom shared visits.

That information became part of the agenda of teacher collaboration meetings.

This evidence suggests that establishing routines supportive of teacher collaboration and learning is feasible in urban community - based early childhood centers.

Previous research has pointed to the importance of teacher collaboration and school professional communities for academic achievement of most students.

For more ideas on making teacher collaboration work at your school, visit «Making the Most Out of Teacher Collaboration.»

In the Fall issue of the Stanford Social Innovation Review, a scholar argues that the level of teacher collaboration in a school — what she refers to as a school's «social capital» — can be a powerful factor in boosting student achievement, perhaps even more powerful than individual teachers» abilities.

Doing so will enable students of all races, cultural backgrounds, and linguistic abilities to reap the benefits of teacher collaboration practices

Recent evidence points to the differential impact of teacher collaboration depending on students» individual characteristics.

A: Professional learning opportunities for teachers — including instructional coaching, as well as pull - out professional development and other forms of teacher collaboration — are components of a larger system of supports for instructional improvements.

We see strong examples of teacher collaboration connected to the Math Design Collaborative.

CTEPS is an exemplar of teacher collaboration and leadership and work like it should be employed at the school level.

We've struggled with this in my small school environment, because we're all stretched so thin teaching, but this year we've actually modified our schedule to include several hours of teacher collaboration time per week.

The fact that states such as Delaware included a PLC mandate for all public schools on their top ranked Race to the Top application suggests that many policymakers are at least superficially embracing the idea of teacher collaboration.

The end result of teacher collaboration, she explained, is «improvement with students,» adding, «In my opinion, teacher development enhances student learning.»

Teachers at our partner schools tell us that having a principal who respects and cares about them, who is helping them succeed and who understands that when they try something new it may not always work out is critical to creating a climate of teacher collaboration and empowerment.

The norms of teacher collaboration, collective problem solving, and public exposure of school - based routines help cultivate a sense of mutual accountability, which in turn can stoke positive energy around professional growth and learning.

«We hope this research draws more attention to the importance of teacher collaboration around student instruction.»

She and her leadership team engineered early release time once a week «to improve the quality and quantity of teacher collaboration.»

Affordances and constraints in the context of teacher collaboration for the purpose of data use.

Although this position was temporary (a one - year replacement for a kindergarten teacher on maternity leave), it appeared to fit well with my goals: I hoped to develop an understanding of teacher collaboration and parent involvement across a wider age span.

After third grade, their achievement trajectories are significantly lower when they study in schools with high levels of teacher collaboration.

This research has found that, unfortunately, Latino students» math achievement is at best unaffected and at worst harmed by higher levels of teacher collaboration.

Latino / a immigrant students who study in schools with high levels of teacher collaboration have higher mathematics achievement trajectories than Latino / a immigrant students who study in schools with average or low levels of teacher collaboration.