Sentences with phrase «on classroom organization»

Or, if you are a newer teacher or new to special education, the DAILY LIVING SKILLS TEACHERS MANUAL gives information on classroom organization and program set - up along with Indicator 13 support and a variety of written ITP goals for each workbook.

Or, if you are a newer teacher or new to special education, the DAILY LIVING SKILLS TEACHERS MANUAL gives information on classroom organization and set - up along with Indicator 13 support and a variety of written ITP goals for each workbook.

Not exact matches

The organization raised the funds to purchase micro: bits for a pilot program focused on 25 middle - school classrooms, with the eventual goal of purchasing the device for every 7th grader attending the county's schools.

Startup Studio is the capstone of the experiential learning curriculum at Cornell Tech, where students complement their classroom experience through deep, hands - on engagements with entrepreneurs, companies, nonprofit organizations, early stage investors, and ultimately their own startup projects.

«This organization has given me an opportunity to not only get involved volunteering in my community, but also learn more about how to be a better leader, in my community, classroom and on the soccer field, which I am hoping to bring to the University of Colorado.»

She regularly presents at conferences and schools on topics related to curriculum, instruction, classroom organization, gifted students, and special needs populations.

Dr. Tom's personal mentoring in the classroom and on the football field grew to include the creation of an amazing mentoring organization in the early 1990's.

A broad coalition of educators and organizations have gathered resources to provide interested teachers a program on plastic pollution education into their classrooms.

A classroom program that helps teachers adapt their interactions with students based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of Culture, Education, and Human Development.

Berkman adds, «Science organizations and people who are concerned about instruction in biology should be paying attention to what's actually going on in the classrooms.»

Rice Lake, Wisconsin About Blog Blog is focused on helping middle school language arts teachers generate ideas in classroom organization, in what to teach, and beyond.

«Results after eight weeks show statistically significant improvements in classroom and home behaviors, and self - esteem of the children, family closeness, parent involvement in school, and the reduction of social isolation,» states a summary of FAST on the Web site of Joint Venture, a nonprofit organization working on critical issues facing many California communities.

When the Board questions the CEO about the knowledge initiatives of the organization, the CEO questions the business heads, and so on and so forth.Key managers can dig deep into learning tools to find out how much learning has been consumed, how many people have attended classroom training, and whether everyone attempted the assessments.

Converting product training to eLearning modules helped the organization cut down on classroom training from 8 weeks to 2 weeks.

Although awareness of dyslexia is steadily growing due to campaigns by grassroots movements like Decoding Dyslexia and national organizations like the International Dyslexia Association (IDA) and the National Center on Learning Disabilities (NCLD), many educators are still unfamiliar with what dyslexia is and how to accommodate it in the classroom.

If you're supporting workers in the workflow with context - specific resources, based on what your organization's internal «experts» know and do, then classroom events take on a very different role to before.

In the two schools that had reopened, the Ed School students provided administrative and academic support in a number of areas, including in - classroom support through reading groups, one - on - one tutoring, and substitute teaching; organization and distribution of school uniforms; help to renew the libraries; and organization of after school electives such as Latin dancing, basketball tournaments, soccer games, and chess clubs.

These organizations seek to provide in - depth training to potential school leaders, including both classroom and on - the - job components.

In this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala City.

The organizations are focused on supporting schools with 21st century school and classroom design, customized project based learning curriculum, deep learning strategies, and educational technology, to name a few.

Most students will do what is expected of them, but so often more is expected on the athletic fields, in after - school clubs and jobs, in volunteer organizations, and in social circles than in the classroom.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Wherever eLearning can take the place of a classroom training, don't forget to include the savings in travel and accommodation to maximize the fiscal impact of the system on the training costs the organization currently supports.

In fact, it is a credit to the organization that it is willing to change, based on lessons learned from research and classroom experience.

In fact, NASA and its partner organizations have created rich Web - based and print classroom resources for educators based on that data.

When the organization was still in its early stages, for example, they realized principals were spending a significant amount of time on facilities procurement and maintenance and very little time in classrooms.

Since joining the HGSE faculty in 2007, Higgins, whose research focuses on leadership development and change in organizations, has been helping education administrators find new ways to address challenges outside the classroom, in situations where being «in charge» may not always be the best approach.

One simple illustration is the absence, in many programs, of any substantive work on assessment and accountability and of helping administrators learn how, in Marc Tucker's words, to «recognize the elements of sound standards - based classroom organization and practice.»

In total, Gaines Pell has five years in the classroom, which includes a stint in Syracuse, N.Y.. Before starting her own school, she also worked for an organization called Pencil, which focuses on developing relationships between business leaders and public school principals.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

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.

My organization, PowerMyLearning, conducted a pilot in 2011 - 12 that worked with teachers on incorporating blended learning into their classrooms.

After all, Cuban concludes, changes in governance, school size, curriculum, and organization «have had few effects on classroom practices and, consequently, students» academic outcomes.»

For example, a new hire onboarding program can cover general information on the business units in the organization in the classroom, and then get learners to access detailed information on different departments through online training.

intends, above all, to show education leaders how to achieve «an intense focus on improving practice» — not on the details of budgets, legislation, or placating city councils and parent - teacher organizations, but rather on ways to enhance teachers» learning and their classroom effectiveness.

«Take Back Teaching» describes the work of new organizations formed to give classroom teachers opportunities to make a mark on their profession and on public education.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

His organization has an internal training team that has created lots of eLearning storyboards in PowerPoint, from classroom presentations on various subjects.

School systems, professional organizations, and individual teachers spend significant sums every year for workshops and materials on implementing learning - styles concepts and strategies in classrooms.

The schools and communities featured on the map were identified by ASCD or Whole Child Partner organizations for their work to ensure that each child in every classroom is healthy, safe, engaged, supported, and challenged.

Use the various information sources (e.g., observations, personal experiences, video, hypermedia, readings, etc.) encountered thus far to come to an informed opinion about classroom organization strategies and their impact on student learning.

Such research would, in a single effort, examine school level factors (e.g., building climate, home - school relations, schoolwide organization for reading, collaborative efforts) while examining classroom / teacher factors (e.g., time spent in reading instruction, time on task, student engagement, approaches to word recognition and comprehension instruction, teachers» interactive styles).

In our CACREP - accredited master's program in School Counseling, you'll gain the preparation you need to work in diverse school settings, with hands - on training in actual K - 12 classrooms, and valuable networking opportunities via community and professional organizations.

Although there has been relatively little research on early reading programs in high - poverty schools beyond those that focus on instructional interactions within classrooms, the elements identified here are compatible with research over the last two decades on effective schools and schools as organizations.

2015 — The organization shortens its name to «Center for Educational Innovation» («CEI») and launches new initiatives focused on easing the use of technology in the classroom and helping middle schools transform for 21st - century learners.

This review examines findings from research on four targets of early childhood professional development: 1) strengthening human and / or social capital; 2) strengthening practices at institutions or organizations providing professional development; 3) strengthening early educator practices related to specific child outcomes; and, 4) strengthening overall quality in classroom or group settings.

«Words can not describe the impact Elena, her team and their program has had on myself, my clients and our classrooms across our region and the Teach for America organization as a whole.

We lean on outside organizations to provide after - school programming for our students and rely on teachers to implement restorative practices in the classroom to deal with the fallout from neighborhood violence.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

Teachers evaluated key features of each program, including student reaction; ease of use; content and sources; and the impact on teaching, learning, classroom management and organization, knowledge, understanding, and skills.