Sentences with phrase «on collaborative professional learning»

Sessions on day one included staff at Dakabin State High School sharing details of their pedagogical framework and explicit instruction guide known as «The Hive» model, an update on a student voice program at Pakuranga College in New Zealand and a case study on collaborative professional learning at Campbelltown Performing Arts High School in New South Wales.

Not exact matches

Additional participants in the Jamaica Now Planning Initiative include: 165th Street Business Improvement District, 180th Street Business Improvement District, Jamaica Center Business Improvement District and Sutphin Boulevard Business Improvement District, A Better Jamaica, A Better Way Family & Community Center, Addisleigh Park Civic Association, Alliance of South Asian American Laborers, America Works, Antioch Baptist Church, Brinkerhoff Action Associates, Inc., Center for Integration & Advancement for New Americans, Center for New York City Neighborhoods, Chhaya Community Development Corporation, Citizens Housing & Planning Council, Community Healthcare Network of New York City, Cultural Collaborative Jamaica, Damian Family Care Center, Edge School of the Art, Exploring the Metropolis, Farmers Boulevard Community Development Corporation, First Presbyterian Church in Jamaica, Fortune Society, Goodwill Industries of Greater New York & New Northern New Jersey, Greater Allen Development Corporation, Greater Triangular Civic Association, Indo Caribbean Alliance, Jamaica Center for Arts & Learning, Jamaica Hospital, Jamaica Muslim Center; Jamaica Performing Arts Center, Jamaica YMCA, King Manor, LaGuardia Community College Adult & Continuing Education, Mutual Housing Association of New York, Neighborhood Housing Services Jamaica, New York Alliance for Careers in Healthcare, Queens College, Queens Council on the Arts, Queens Economic Development Corporation, Queens Hospital, Queens Legal Services, Queens Library; Queens Workforce1 Center, SelfHelp, Sikh Cultural Society, Sunnyside Community Services, Inc., The Jamaica Young Professionals, The Jamaica Youth Leaders, The Tate Group, Upwardly Global, Visiting Nurse Service of New York, and Y - Roads.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

Whether it is working on collaborative projects or giving each other constructive feedback on model lessons, students in innovative schools of education learn in ways indicative of professional learning communities.

Teachers at the school collect data on student progress every five weeks and use it to inform their fortnightly collaborative professional learning sessions and planning.

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

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

Taylor shared details of Pakuranga College's work on collaborative learning partnerships at the Excellence in Professional Practice Conference today.

Additional focus on the importance of professional learning is provided in AITSL's Australian Charter for the Professional Learning for Teachers and School Leadership which states that ``... effective professional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focprofessional learning is provided in AITSL's Australian Charter for the Professional Learning for Teachers and School Leadership which states that ``... effective professional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focusedlearning is provided in AITSL's Australian Charter for the Professional Learning for Teachers and School Leadership which states that ``... effective professional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focProfessional Learning for Teachers and School Leadership which states that ``... effective professional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focusedLearning for Teachers and School Leadership which states that ``... effective professional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focprofessional learning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focusedlearning is undertaken in supportive and collaborative school environments and most effective when it is relevant, collaborative and future focused».

Student self service (e.g., self registration on instructor - led training), training workflow (e.g., user notification, manager approval, wait list management), the provision of online learning (e.g., computer - based training, read & understand), online assessment, management of continuous professional education (CPE), collaborative learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are all dimensions to Learning Management learning (e.g., computer - based training, read & understand), online assessment, management of continuous professional education (CPE), collaborative learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are all dimensions to Learning Management learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are all dimensions to Learning Management Learning Management Systems.

Keeping the focus on professional learning, not on teacher evaluation, is an important step in building a more collaborative culture.

An experienced school teacher, mentor and researcher, Vincent's PhD focused on how learning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learninglearning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learningLearning Study) and the use of a learninglearning theory.

Though the research literature is sparse, evidence is surfacing that types of educator collaborative study groups such as lesson study, interdisciplinary teaming, and professional learning communities, have impacts on teacher practice and, again, limited evidence associating collaborative study groups with student outcomes (Gersten, Domino, Jayanthi, James, & Santoro, 2011; Sanders et al., 2009; Vescio, Ross, & Adams, 2008).

The Social Studies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social studies.

Professional development is based on collaborative analyses of the differences between (a) actual student performance and (b) goals and standards for student learning.

The Social Studies collaborative focuses on identifying, developing, and sharing high - quality educational resources that support student and professional learning through rigorous standards, engaging curriculum, balanced assessments, effective professional development and attention to equity.

PBIS and SEL can be integrated into a range of school practices and procedures, including new teacher onboarding processes focused on equity, collaborative professional learning, district policies aimed at reducing suspensions, and restorative practices.

Diana has presented on what it takes to prepare teachers to use data effectively in districts, schools, and classrooms at both regional and national professional meetings including NCES Stats, NCTM, NSTA, Learning Forward, ASCD, and the CCSSO SEC Collaborative.

The project will provide opportunities for teachers to learn new strategies for collaborative instruction by observing other co-teachers in action, engaging in professional learning through conferences and research - based readings and dedicated time to establish and reflect on co-teaching relationships.

These resources not only highlight the importance of ongoing, collaborative, embedded professional learning in transforming teaching, but also provide practical guidance on developing professional learning routines that support continuous improvement — from the Ounce of Prevention Fund

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Using the multi-year, collaborative Container Building Research Project at Marietta City Schools, where students are mentored by trained professionals, participants will learn strategies on how to develop and cultivate authentic partnerships within the community and to create an authentic and innovative learning environment that will inspire students to discover their innate abilities, to capture their curiosity, and to connect them with opportunities that will help them be sustained through life.

Learn Strategies for TEACHER - DRIVEN, job - embedded, collaborative professional development from James Likis at DIY Coaching Boston in this On - Demand Webinar.

Building on extensive evidence that school - based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures.

Currently, school districts in the United States spend $ 18 billion annually on professional development for teachers, 52 and the 50 largest school districts spend $ 18,000 per teacher per year.53 New research questions whether these funds are being spent effectively, as many forms of professional development have been shown to have little to no effect on teacher practice or student learning.54 Redistributing some of the funding currently used for one - off workshops and other less effective professional development activities to more school - based collaborative learning time could make it possible to provide teachers with increased time to collaborate and plan.

The theory of teacher development articulated above demands a shift in the structure of professional learning in schools toward professional learning for teachers that is: 1) aligned to the behaviors, skills, and knowledge that define effective teaching, 2) individualized to the learner (s), taking different forms depending on the experience, skills, and needs of the specific teacher (s), and 3) embedded in the context of teaching: ongoing and collaborative.

Collaborative member Holly Jacobson, Director of the Center for the Future of Teaching and Learning at WestEd, co-chaired the sub-committee on professional lLearning at WestEd, co-chaired the sub-committee on professional learninglearning.

Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work ™ culture.

3 — Professional development is ongoing, teachers have time to discuss, share, reflect on their practice, engage in professional development together across the building = collaborative learninProfessional development is ongoing, teachers have time to discuss, share, reflect on their practice, engage in professional development together across the building = collaborative learninprofessional development together across the building = collaborative learning community.

Achieve3000 is excited to announce additional professional learning offerings for 2017 - 18 through our partnership with Dr. Douglas Fisher, including new modular sessions and classroom modeling lessons focused on extending independent student work through collaborative discussions and effectively implementing the Read - Discuss - Read instructional model in the classroom.

It's also ironic given that we know from Viviane Robinson's research that focusing on «making teachers teach better» is only half as effective as a leadership activity than modelling and leading teacher learning and building capacity for professional collaborative development.

The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools and colleges focused on innovation and improvement through highly effective and evidence - based staff professional development and learning, supported by rigorous research and development.

The first line in the NEA Commission on Effective Teachers and Teaching report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students»Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students»learning balanced with collaborative autonomy that allows educators to do what is best for students» (2011).

New York, NY — February 27, 2015 — The Literacy Design Collaborative (LDC) announces its partnership with the National Board for Professional Teaching Standards (National Board) for the Teaching & Learning 2015 Conference (T&L 2015) to be held March 13 — 14 at the Walter E. Washington Convention Center in Washington, D.C., with a Pre-Conference on March 12.

There is a growing understanding that a sole focus on teachers and improving classrooms in early childhood education is insufficient and unlikely to succeed — we need instructional leadership and collaborative job - embedded professional learning (JEPL) to help drive continuous improvement.

The Birth - to - College Collaborative Community of Practice is designed to help participants get to know each other on multiple levels: as individuals with different personal backgrounds, professionals with specific roles and responsibilities, members of three distinctive school cultures and colleagues curious to explore how the birth - to - college vision affects their thinking, learning and practices.

The BC Case Study, embedded within the Study on the State of Educators Professional Learning in Canada (Learning Forward) provides examples of our BC Collaborative of Education partners, wherein a mindset of professional learning to support student learningProfessional Learning in Canada (Learning Forward) provides examples of our BC Collaborative of Education partners, wherein a mindset of professional learning to support student learning is Learning in Canada (Learning Forward) provides examples of our BC Collaborative of Education partners, wherein a mindset of professional learning to support student learning is Learning Forward) provides examples of our BC Collaborative of Education partners, wherein a mindset of professional learning to support student learningprofessional learning to support student learning is learning to support student learning is learning is eminent.

The professional learning culture of each school is well articulated, collaborative, and focused on continual improvement informed by analyses of student, practitioner and school data.

Introduction to the Third Edition Chapter 1: A Guide to Action for Professional Learning Communities at Work Chapter 2: Defining a Clear and Compelling Purpose Chapter 3: Building the Collaborative Culture of a Professional Learning Community Chapter 4: Creating a Results Orientation in a Professional Learning Community Chapter 5: Establishing a Focus on Learning Chapter 6: Creating Team - Developed Common Formative Assessments Chapter 7: Responding When Some Students Don't Learn Chapter 8: Hiring, Orienting, and Retaining New Staff Chapter 9: Addressing Conflict and Celebrating in a Professional Learning Community Chapter 10: Implementing the Professional Learning Community Process Districtwide Conclusion: The Fierce Urgency of Now

She also works with individual districts, focusing on professional learning communities, teacher leadership, professional learning, and creating a collaborative culture that puts students first by transforming professional learning!

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as professionals, and teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching, professional learning communities, peer - to - peer professional development, and co-teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school culture and achievement.21

On the national level, Michelle served as lead curriculum consultant on Jobs For The Future's Benchmark Communities Initiative and designed professional development practices for the Collaborative Learning Communities, and was a Teaching Fellow for the AutoDesk Foundation for nearly a decadOn the national level, Michelle served as lead curriculum consultant on Jobs For The Future's Benchmark Communities Initiative and designed professional development practices for the Collaborative Learning Communities, and was a Teaching Fellow for the AutoDesk Foundation for nearly a decadon Jobs For The Future's Benchmark Communities Initiative and designed professional development practices for the Collaborative Learning Communities, and was a Teaching Fellow for the AutoDesk Foundation for nearly a decade.

Formative classroom walkthroughs involve several elements: Collaborative inquiry that partners teachers and administrators to set and pursue professional learning targets; a laser like focus on evidence from what the students are actually doing and learning during the lesson; and, collegial feedback conversations based on student learning evidence.

We studied the impact of this collaborative inquiry on our own professional development and learning about literacy instruction (Florio - Ruane et al., 1999; Raphael, Damphousse, Highfield, & Florio - Ruane, in press).

That's why we prioritize and invest in invaluable on - the - job training and collaborative learning, transformative coaching experiences, and the highest - quality formal professional development.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Assessing the Value - added Effects of Literacy Collaborative Professional Development on Student Learning

Done well, this powerful and effective professional learning model fosters teacher leadership and supports collaborative school cultures focused on improving teaching and learning.

Building on its more than 65 - year history of helping pet retailers and service professionals discover new products, learn how to build their business with more than 80 education sessions and connect with others who share their passion, SuperZoo has grown from a small, regional event to one of the most productive, collaborative gatherings and positive trade shows of the year.