Sentences with phrase «on classroom instructional practice»

Not exact matches

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

«Administrators build their credibility as instructional leaders when they consistently demonstrate classroom expertise by modeling instructional practices, collaborating on curricular initiatives, and enacting the classroom culture they envision for the whole school,» she says.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

If, however, teachers must choose a smaller number of practices on which to focus their improvement efforts (for example, because of limited time or professional development opportunities), our results suggest that math achievement would likely benefit most from improvements in classroom management skills before turning to instructional issues.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Serving classroom teachers and instructional leaders with news, information, opinion, and service journalism, the online Education Week Teacher promotes professional engagement, idea - sharing, and a lively but civil discourse on issues of education policy and teacher practice.

Toward that end, an Early Literacy Task Force (ELTF) in Michigan identified 10 research - informed classroom literacy instructional practices for Pre-K and 10 such practices for K - 3 that can have a meaningful impact on student literacy.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

Each session uses instructional practices that are used in the classroom and focuses on a section of the Core Benchmarks.

He received his doctorate from St. John's University where he conducted a study on the effectiveness of classroom observation practices for the purpose of instructional improvement.

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).

First, states and districts can discontinue costly practices that have not been shown to enhance student achievement, including paying educators for out - of - field master's degrees and salary premiums for experience; following «last in, first out» personnel provisions; relying on regular classroom instructional aides; and adhering to mandated limits on class size.

Most school systems operate substantially on autopilot — these things get done in routine ways, without much thought about how they affect the quality of instructional practice in the classroom.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

Additionally, we asked them to keep a weekly time log of instructional activities in reading / language arts for a week in February and a week in May, and to complete a questionnaire on school and classroom practices related to reading.

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.

Instead, Fordham and their friends are now judging schools on whether they are properly implementing» instructional shifts — ways in which the Common Core standards expect practice to differ significantly from what's been the norm in most American classrooms.»

The differences in instructional practices among the four classrooms appeared to be related to growth in reading on all our measures.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

Teachers identify their instructional strengths and weaknesses, and focus on and master a handful of classroom strategies, or thin slices of instruction, each academic year through a continuous loop of practice, coaching, and feedback.

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

In short, it appears from this small sample that teachers in schools where our observation measures indicated less ambitious instructional practices were more likely to externalize their needs for instructional support (e.g., resources, backup for classroom management decisions) than to value support focused more directly on developing their instructional expertise.

iObservation maps differentiated and targeted professional development resources to areas of need for each individual based on classroom practice, instructional techniques, and student achievement.

Leading development as part of instructional planning and practice allows advanced teachers to improve others» work and their own, expanding their impact on students and peer teachers, without leaving the classroom.

We extend the literature on in - service teacher education by describing and evaluating a coaching model focused on classroom management skills and instructional practices across grade levels and

His classroom was so effective that it was featured on Annenberg's Insights into Algebra Workshop Series and is still in use as a professional development tool for teachers wanting to improve their instructional practice.

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

We recommend that future research explore the impact of oTPD on teachers» classroom environments and instructional practices as well as their students» mathematics learning.

They also found that when classroom teachers partnered with teaching artists and arts specialists to deliver arts - integrated instruction it had positive effects on teachers» instructional practice and satisfaction in the teaching profession; strengthened the connection of the school to its surrounding community; and enhanced the role that arts specialists played in the larger school community.

Drawing from A. Wade Boykin and Pedro Noguera's ASCD book of the same title, the presenters will explore specific practices for maximizing student engagement, and get attendees prepared to use instructional approaches that focus on the assets students bring with them or that create assets for the students to use in the classroom.

Their conversation opened up discussion on the impact this form can have on instructional practice, especially as it related to teacher capacity and willingness to incorporate greater student voice and choice in the classroom assessments.

Participants will reflect on their own instructional practice, examining existing units of study or planning new ones that integrate active learning strategies in their blended classrooms through posing challenge questions, problems, or scenarios in order to develop an authentic project - based learning environment.

Only solid instructional practices, such as constructivism, concept mapping, and problem - based learning, can help create classrooms that focus on making meaning.

During the writing of Stories From Webb: The Ideas, Passions, and Convictions of a Principal and His School Family (Dave Burgess Consulting Inc. 2018), the adults on the campus of John C. Webb Elementary in Navasota, Texas, were asked to share their instructional ideas, classroom design, and innovative practices.

During the intervening years, it has become more and more apparent that the best strategy for improving educational outcomes for students with disabilities is to focus more attention and resources on improving instructional practices in the regular classroom for all students.

LIFT leaders frequently walk classrooms together using a tool called the Instructional Practice Guide to check on literacy instruction and provide non-evaluative, content - specific feedback to teachers.

To take full advantage of these opportunities policymakers and educators should rely on the best available evidence to shape state and district policies and to inform classroom instructional practice for EL students.

Kudos to the Princeton staff, for taking on this innovative approach to improving their classroom management strategies, instructional practices, and leadership of school - wide culture so that students receive the best possible educational experience.

Drawing from research and extensive classroom practice, Dr. Kinsella will focus on a core set of potent instructional routines appropriate for any ELD curriculum, content area, or grade level.

These resources are linked to the lessons on the site so teachers can practice and master new instructional approaches in the classroom.

Including a chart like the one above as part of an instructional leader's regular practice requires that they have a consistent system of gathering relevant data on what is happening in their school and classrooms.

While formative assessment is embedded in classroom instructional practices, I think it's important to shed some light on some of the schoolwide practices that support it and help make it successful for every teacher and each student.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

This collaboration focuses on the process of thinking and learning among teachers, creates a common thread that brings staff together, and values the teacher as the instructional decision - maker within the classroom, resulting in significant improvement in teacher practice and an increased desire to continue to grow professionally.

One evening, Hardy gathered her instructional team together, not to review a video on best practices for classroom management, but to play laser tag and eat Buffalo wings.