Sentences with phrase «organizing teacher curricula»

Professional Summary Educational professional accomplished in organizing teacher curricula, assist...

Not exact matches

Urban Breath Yoga teacher training programs are known for their thorough, organized curricula taught in a professional, genuine, and compassionate way.

OER Commons offers a vast database of teacher - created curriculum and the ability to organize their courses.

Last fall, I presented our Digital Generation project at a conference in Hangzhou, China, organized by professor Michael Searson from Kean University, a leader in providing teachers - in - training with global perspectives, curricula, and study abroad.

A couple of parents had volunteered to organize the library on an August day when teachers had professional development in literacy across the curriculum, which was held in the library.

This focus shocked many Americans, as was clear from the bad press the National Education Association, the nation's largest teacher union, received when some of the curricula posted on its website suggested that teachers avoid attributing blame for the attacks — despite the fact that the attacks were a clear product of a well - organized terrorist group.

You may use this list and the exercises as occasional reviews, worksheets for substitutes teachers, extra credit, or as part of an organized and structured curriculum.

Standards are also supposed to provide the framework that shapes and organizes the rest of the education enterprise: curricula, teacher preparation, promotion and graduation expectations, testing and accountability, and just about everything else.

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

Yet we've organized conventional schools in an industrial model and we batch - process students in ways that made sense to «cult of efficiency» experts circa 1920, that lent themselves to uniform teachers delivering a uniform curriculum to groups of twenty to thirty same - age pupils in more - or-less identical classrooms during a six - hour day and 180 - day year that made perfect sense for a country that lacked air conditioning and that wanted to standardize the school year.

At the district level, organizing campaigns have led to the development of new, small schools, «grow your own» teacher programs, and the adoption of college prep curricula as mandatory in all schools.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

A proposal in the early 1990s to create a Waldorf magnet school in Flagstaff offended organized groups of parents and teachers who saw Waldorf curricula as religious or just flaky.

In contrast, those teachers who were more dependent on curriculum and less child - centered used portfolios for organizing writing, but did not integrate them into their teaching.

In a less formally organized but entirely 21st century way, individual teachers may also choose to join an online community of teacher - learners who want to improve their math practice by engaging with each other and our curriculum writers around a shared instructional tool.

Math - in - CTE professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles (PDF), through which CTE and math teachers working in teams learn how to enhance the math that naturally occurs in their CTE curricula.

The Math - in - CTE professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles, through which CTE and math teachers working in teams learn how to enhance the math that naturally occurs in their CTE curricula.

The Math - in - CTE professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles (PDF), through which CTE and math teachers working in teams learn how to enhance the math that naturally occurs in their CTE curricula.

Students often participated in pre-planning meetings to help them organize their ideas for upcoming transition planning meetings, and many teachers were implementing curricula designed to teach students how to lead their own IEP / transition planning meetings.

The effective teacher performs many functions that can be organized into three major roles: (1) making wise choices about the most effective instruction strategies to employ, (2) designing classroom curriculum to facilitate student learning, and (3) making effective use of classroom management techniques (Marzano, Pickering, & Pollock, 2001).

The modest website is http://www.cfep.uci.edu/gsa/ — Shelly Beck, mom of Mason L. Jeff Langdon, Director of Curriculum and Instruction K - 8, Oak Hills School Local School District Through a task force comprised of stakeholders (teachers, parents, board members, etc) from the Oak Hills School District, Jeff Langdon and his administrative team researched, organized, and implemented an amazing and innovative way to achieve success for his schools.

That includes observations and may also include certain artifacts of the teacher's work, like lesson plans, curriculum units, student work, et cetera... You need well - trained evaluators who know how to apply that instrument in a consistent and effective way... You want to have a system in which the evaluation is organized over a period of time so that the teacher is getting clarity about what they're expected to do, feed back about what they're doing, and so on.»

In collaboration with the Office of Curriculum, Instruction, and Assessment, the Project Managers will work directly in schools with teachers and administrators, four days per week, to plan, prepare, organize data, and provide actionable support to school administrators.

In this phase, quantitative data, gathered and organized by our performance management team, is primarily used to identify high - level areas for further discussion and exploration, while qualitative data is used for personalized coaching — every one of our teachers receives regular feedback from their Principals and Mentor Resident, school - based, or curriculum coaches.

It requires significant shifts in how school systems organize resources — moving away from one - size - fits - all workshops and pay for advanced degrees — toward time and instructional leaders to help teachers engage with the curriculum and adjust to student results.

Mission New York Collective of Radical Educators (NYCoRE) is a group of public school educators committed to fighting for social justice in our school system and society at large, by organizing and mobilizing teachers, developing curriculum, and working with community, parent, and student organizations.

If we really want teachers and students to engage in SRL, then classroom curriculum must be organized in ways that support and value autonomous inquiry and strategic problem - solving.

The ninth grade science teachers, Scott Pillsbury, Stephani Sawyer - Main and Kate Drummond organized the videoconference not only to meet the requirements of the curriculum but also to increase relevancy and improve student engagement in science.

New York Collective of Radical Educators (NYCoRE) is a group of public school educators committed to fighting for social justice in our school system and society at large, by organizing and mobilizing teachers, developing curriculum, and working with community, parent, and student organizations.

We are guided by the research which has shown that the community organizing approach to school reform has led to successes such as increases in education funding, more equitable distribution of education resources, greater access to college preparatory curriculum, and more effective teacher recruitment and retention in hard - to - staff schools.

Popham distinguished between «item - teaching,» where teachers organize their instruction around test questions, and «curriculum - teaching,» which requires teachers to direct their instruction toward specific content knowledge or cognitive skills.

On the other hand, this same wealth of resources threatens to bury teachers with the burden of selecting, organizing, and using those resources in lessons that are suitable for their classrooms and aligned to district curriculum maps.

On the other hand, this same of wealth of resources threatens to bury teachers with the burden of selecting, organizing, and using those resources in lessons that are suitable for their classrooms and aligned to district curriculum maps.

The work done within these conversational spaces suggests a curriculum that is not static, but a dynamic structure that helps teachers and researchers organize language and literacy processes that we have declared as comprising the curriculum.

This system provides teachers with «curriculum specialists to improve practice,» «school leaders who spend the majority of their time on instruction, observation and coaching,» and professional networks with other Green Dot teachers in a series called «All Green Dot Days» (FAQ, Green Dot Website) Additionally, unlike most other charter school organizations in the United States, the Green Dot California school teachers and staff are organized under a union called Asociación de Maestros Unidos (AMU).

Typical duties listed on a Lead Teacher resume sample are developing curricula, creating learning materials, assessing emotional and social development, organizing activities, and reporting to parents.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

Primary responsibilities listed on a Middle School Teacher resume sample are developing learning resources, adapting curricula to student abilities, organizing classroom activities, joining students during field trips, assigning homework, and grading tests.

• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart classroom instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out classroom activities • Assist students during lunch time • Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher

Teacher's Assistant ABC School, Fuquay Varina, NC 2007 — 2012 • Performed daily reporting and record keeping tasks • Assisted in planning curriculum • Helped in the educational and social development of the children under the direction of lead teachers • Provided continuous support for children in the classroom • Enabled students to fully participate in activities • Maintained an organized classroom environment • Participated in team meetings and workshops

RAINBOW EDUCATION, Fountain Hills, AZ May 2014 — Present Preschool Coordinator • Design, develop and implement specialized curriculums to meet the varying needs of preschoolers • Ascertain that each planned lesson is developmentally correct and age - specific • Plan and implement school activities, both indoor and outdoor to assist students in meeting their extracurricular needs • Interview students to determine their suitability to be admitted to a preschool program • Induct students into programs by developing their interest in the learning processes • Evaluate teaching materials to ensure that appropriate education is being imparted to them • Maintain records of students and staff members and ensure that all data is properly secured and kept confidential • Organize special events such as annual days, picnics, plays and sign - alongs • Supervise the maintenance, repair and procurement of preschool supplies and equipment • Fill in as lead teacher in the event of absenteeism and ensure that preschoolers follow class direction

Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to meet the educational needs of participating parents • Proactively provide professional instruction and delivery of information to families implementing specified curriculum • Coordinate services with community programs to meet the individual needs of each parent education program • Assess the needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such as seminars and meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances

• Assistant Teacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student reTeacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student reteacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student resources

Professional Experience Walt Whitman Middle School 246 (Brooklyn, NY) 2004 — Present New York City Teaching Fellow — 7th & 8th Grade Collaborative Team Teacher • Develop individualized education plans and interdisciplinary lessons for students with various disabilities • Implement varied instructional techniques to reach students of diverse backgrounds and skill sets • Create an atmosphere conducive to learning and personal growth • Implement and meet district and statewide curriculum and content standard demands • Organize and facilitate meetings with students» parents and related service providers