Sentences with phrase «own student learning needs»

As an educator, how willing are you to depart from your lesson plan to adapt to immediate student learning needs?

However, we also acknowledged that this part of our plan would need to be constantly reviewed and revised depending on student learning needs.

The assessment for learning turn in contemporary pedagogical theory and practice has created a demand for assessment - centric teachers who are willing and able to depart from their lesson plan to adapt to immediate student learning needs (Loughland & Vlies, 2016).

To that end, a school's counseling program should be aligned to student learning needs.

The trials also provided an opportunity for students to be assessed by tests catering to their needs, as well as more accurate and timely diagnostic information about student learning needs.

Understanding school context is best done by analyzing school and student data to determine student learning needs and then determining how to enhance teacher capacity to meet these needs, being certain to align educator learning to accepted subject and curricular standards (Guskey, 2002; Learning Forward, 2011).

Is your school using outside resources to address student learning needs and improve outcomes?

classroom management, the teacher shall demonstrate classroom management skills supportive of diverse student learning needs which create an environment conducive to student learning;

DreamBox Learning Math is paced to student learning needs and tailored to student learning preferences and interests.

While technology can certainly make math tasks more meaningful and enjoyable, we will also explore how iPads can be used to collect useful student assessment data and organize it to allow students, teachers, and parents to better understand urgent student learning needs and develop strategies for success.

Accommodate learner needs: Account for and understand diverse student learning needs to support the success of all learners.

Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.

how the school districts or BOCES provide all teachers they employ substantial professional development opportunities directly related to student learning needs as identified in the school district or BOCES report card and other sources as determined by the school district or BOCES.

Not only was the principal committed to the use of assessment data for identifying and addressing student learning needs, she delivered data - use training for teachers, and she sat in on grade - level team meetings to facilitate teachers «use of assessment data in their planning of six - week tutoring cycles.

Edmentum strives to help students reach their academic goals by providing assessment solutions that identify and support individual student learning needs.

For decades, districts have also chosen to invest their Title I funds primarily in their highest poverty elementary schools because addressing student learning needs at the earliest age possible produces the greatest return on investment.

... instructional goals, evaluate student learning and progress, and offer small group and individualized help to meet student learning needs support a program that meets the social, emotional, cognitive...

This expansion project reflects current needs and accommodates future growth to allow flexibility within programs to meet student learning needs.

I happened to be one of those proponents based first on my close understanding of the challenges she faced when she entered the job, the tough decisions she has made over the last two years, and the leadership direction of the district which is now rooted in the theory that in order to improve student learning we need most to improve the quality of teaching and leadership.

If high - quality Tier 1 instruction and interventions do not address 80 - 90 % of student learning needs, then Tiers 2 and 3 will be overwhelmed» (Howell, Patton, & Deiotte, 2008, p. 60).

Our weekly coaching meetings explored reading data from Achieve 3000, an online program, and we created lists of online and offline activities that targeted student learning needs.

Outcomes of using simSchool in pre-service teacher education include increased confidence in teaching, increased technology self efficacy, increased retention in education courses, increased knowledge of instructional strategies, increased knowledge of classroom management techniques, improved understanding of student learning needs and differentiation of instruction, and increased understanding of learning theory.

This department also provides services to support additional student learning needs such as extended learning opportunities, language acquisition, and early childhood education.

Sure, we can use these test results to make broad adjustments in our curriculum, but in order to fine - tune classroom instruction to meet specific student learning needs, ``... we need more fine - grained assessments, and we need to use the information to modify instruction in real time» (ibid.).

Now, states are considering how residencies are a research - based approach for improving new teacher entry into the profession and ensuring they are ready to meet student learning needs on day one.

All FAST reports are designed to answer one or more specific questions about student learning needs.

Such time slots can be used for a variety of individual student learning needs that include both catch up and enrichment.

Combined with a research - based instructional framework and rubric, a clear focus on student learning needs and effective, positive feedback, inquiry - based teacher evaluation improves teacher practice and student learning.

How can teachers face this challenge and meet such a variety of student learning needs?

It develops empathy between students and teachers, making students more understanding of teachers» jobs while making teachers more aware of students learning needs.

From there, team members determine student learning needs, as well as their own learning needs.

Innovative districts are expanding their summer programs beyond traditional remediation of course failure to meet a wide range of student learning needs.

By staying small and continuously adjusting to student learning needs and interests, we keep our diverse learning community engaged and actively learning.

To achieve the school finance system that will provide all students with the resources they need to succeed, and that our schools and communities desire, Connecticut must implement a system that uses a formula to fund all students fairly; allocates funding based on student learning needs; distributes education dollars in a way that is consistent, predictable, efficient, and transparent; and meets the needs of communities and the state's budget.

Today, innovative districts are expanding their summer programs beyond traditional remediation of course failure to meet a wide range of student learning needs, including options to earn initial course...

«Well - prepared teachers possess strong content knowledge; they understand how students learn and demonstrate the teaching skills necessary to help all students meet high standards; they can use a variety of assessment strategies to diagnose student learning needs; and they can reflect on their practices to improve instruction in collaboration with their colleagues.»

As teams of teachers in schools choose to pursue professional teaching standards and Board certification, they create more collaborative cultures among staff, generate new teacher leadership capacity, and address pressing professional learning and student learning needs.

In addition, Jennifer provided professional development for the district's literacy coaches through a series of workshops with the goal of helping school leaders to better analyze and plan effective instruction aligned to student learning needs.

Instead of grading tests by hand, teachers can spend more time studying student progress, making informed inferences about student learning needs, and providing timely interventions.

We will be using a Plenary Session Format, where teachers can collaborate across their school division and across other neighbouring schools to address urgent student learning needs in the mathematics classroom.

Online tools allow teachers to create customized assignments to address individual student learning needs.

Districts have several options for using funds and changing policies and practices to address student learning needs at younger ages.

While we were collaborating and helping each other think through how we might teach our courses, we would often go in a different order based on our own student learning needs, but we would often times be using many of the same tasks and lessons.

«When teachers work together with their colleagues to look at student learning data, use it to determine student learning needs, and then determine their own learning needs based on what students need, they design programs that really help improve instruction.

As states and districts work to implement the law, Congress must recognize the critical role of local school boards to lead the local district planning process and set policy and programs to best meet student learning needs.

The goal of the MYCI Project is to guide over 100 intermediate teachers to identify a student learning need in their classroom and address the need through the use of the three - part math lesson and effective use of technology through the Professional Learning Cycle (PLC).

When teachers implement Maths Pathway they can access real time data, to inform their teaching practices and adapt to student learning needs.

The grade - level or subject - area site - based collaborative inquiry teams set shared student learning goals, assess student learning needs, and plan and implement instruction based on these needs and goals.

They will identify the instructional shifts and professional development supports necessary to implement rigorous CTE content standards, meet diverse student learning needs, and improve teaching.

clearly articulate the alignment between the intervention, student learning needs, and the school's broader purpose and values using internal data and external evidence where appropriate;