Sentences with phrase «peer teacher network»

While at first glance it may appear to be just another guide to a city, Places to Play in Providence — the first product of a newly - created peer teacher network cofacilitated by Project Zero's Making Learning Visible and Ready To Learn Providence — is actually much more.

Not exact matches

Maycock's solution was to found a nonprofit organization that combines rigorous, standards - aligned assessments; data - analysis training and coaching for school leaders and teachers; guided peer review; and networking across schools.

Social networking features allow for peer feedback as well as teacher comments, further supporting the writing process.

There are also peer networks that can work really well for beginning teachers but again these meetings that we put together for these young people, or inexperienced teachers I guess, we need to have more experienced teachers that are acting as mentors but also that can steer those conversations more towards problem solving and critical discussions, rather than a venting of «what happened in my class last week», «what disaster occurred».

«EdmodoCon is a culmination of the learning and collaboration across our network all year,» says Edmodo CEO Vibhu Mittal, who believes their new products will «help teachers engage more students, involve more parents, and connect with more peers.»

Teachers should all be acquainted with technology and develop their skills further through their PLN (personal learning network), and through communication with peers in these networks, a global collective leadership model could be agreed upon.

Unlike teachers, who have a built - in support network of peers, school principals usually work alone.

They can also collaborate with their peers by walking across the room and showing them their results on the iPad, they can ask the teacher questions through the network, and the students can find, or better yet, create pressure simulations to predict the results.

Each student at the writer's school is part of a network that includes peers, family, teachers, and mentors from the community.

Teachers can use the network to access curriculum details, create lesson plans and connect with their peers.

Teacher roles include learning with peers and networks and undertaking cooperative planning and multi-disciplinary initiatives.

The development of peer - to - peer networks for improving teach - ing provides teachers with better skills, but also with a social network that can continue to support them and the ongoing exchange of ideas and techniques necessary to increase instructional quality.

We will also discuss a new free blogging network, MathBlogs.ca - a platform for teachers and students to share their math work to improve their math communication and develop a deep understanding of the concepts while interacting with their peers.

Institutes offer district leaders, technology directors, principals, librarians, and teacher leaders opportunities to build a network of peers who work together to solve problems, share feedback, and offer practical support and training, regardless of where a district is in the journey to become future ready.

E4E members can learn about education policy and research, network with like - minded peers and policymakers and take action by advocating for teacher - created policies that lift student achievement and the teaching profession.

Educator preparation programs can ensure that both teachers and school leaders are experienced in accessing information through professional peer networks by the time they enter the field.

IDRA also has built a private online professional network of teachers who share feedback, innovations and peer support.

E4E members learn about education policy and research, network with like - minded peers and policymakers, and take action by advocating for teacher - created policies that both lift student achievement and the teaching profession.

Readers can also chat with peers and teachers during the reading experience using LightSail's in - app social network.

Common planning time and networking opportunities for teacher leaders to collaborate with their peers

«E4E helps to bridge that gap by bringing teachers from various backgrounds, schools and classrooms together to learn about the policies that impact them as educators, network with their peers, unions and key policymakers and take action by advocating for the policies that will ultimately make a difference to support effective teaching and improve student achievement.»

(Disclosure: I am the former codirector of the organization, which is part of PDK International) School - based Educators Rising chapters offer students taking teacher academy courses leadership opportunities, competitions, and the chance to network with a larger movement of like - minded peers beyond their school walls.

This format encourages peer - to - peer dialogue and provides ample time for networking and sharing ideas with fellow teachers in small group conversations.

Since 2006, New York City's schools have begun to assimilate new supports, from Quality Reviews in which outsiders carefully observe the school, to creating in - house teams of teachers and administrators focused on refining instructional practice based on data and results for students, to building relationships with peer schools and support providers through networks.

Collaboration within and outside of school buildings — allows for teachers to mentor and be mentored by colleagues, to observe and learn from colleagues, to be observed by administrators and peers receiving non-judgmental, non-punitive feedback, and to connect with peers across schools, districts and states using networks and other structures.

The learner cultivates a network of peers, teachers, and resources that fosters individuals to take responsibility for their learning.

The report focuses on teachers» knowledge, autonomy in decisionmaking, and engagement in peer networks as hallmarks of teacher professionalism.

So how do we create teacher support in ways that teachers and secondary schools, particularly those working in high need schools, and with traditionally underserved students, have high levels of teacher professionalism that promotes their knowledge, that provides opportunities to participate in the peer networks that we've heard so much about and also creates opportunities for them to have this autonomy?

And we'd like to see ways in which we can think about creating more action research opportunities for teachers and more opportunities for teachers to have those peer networks and to really apply what they're hearing and what they're learning in their own classrooms in a way that supports and advances their own learning and the learning of their peers.

And I was a little surprised in the report that the US scored as well as it did on the peer networks piece because when you look at the TALIS data, use teachers spend less than 5 percent of time working in collaboration with peers.

Many such teachers are registered as members of the Peer Instruction Network, a global community of innovative educators.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matTeacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matteacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

In our first post of 2014, Peer Instruction Network member, Mr. George Phillip, describes how he moved from a thoughtful teacher to someone who is innovating in his social studies classroom with Fl...

Sarah has worked in education for ten years as a special education teacher and in a variety of teacher leader roles including: Special Education and Disproportionality Grant Coordinator, WASC coordinator, member of the California State Network of Educators reviewing formative assessment and professional development material for the Smarter Balanced Consortium's Digital Library, and Race to the Top Peer Reviewer for the 2013 District Grant Competition.

The program principals participated more frequently in district - supported professional development that fostered educationally rich peer observations and visits to other schools, in principals» networks and conferences, and in professional development activities with teachers.

Teacher leadership curriculum should focus on adult learning and organizational change as well as peer review, assessments reforms, virtual networking, and how best to spread new pedagogical strategies.

Principals, evaluators and peer evaluators who want to earn Illinois Administrator Academy credit while learning strategies for being an educational leader who works collaboratively with teachers to promote professional growth should sign up for CEC's Learning Network: Beyond Compliance online course.

ICT for Education Conference is a FREE of charge conference that allows teachers and schools the opportunity to meet experts, network with peers and find solutions to meet their ICT needs.

This study explores the role of knowledge access and peer influence as mechanisms by which networks may shape teacher self - efficacy.

At the district level, teacher networks facilitate peer coaching while real - time Framework progress creates a hub for district - wide synergy.

And it provides students, teachers and others with a web - based social network that allows mentors, families, advisers and peers to guide students as they build skills and complete milestones tied to college success.

A network of peers offers a mechanism for aggregating and crowdsourcing teachers» individual assessments of technology.

Our primary focus is the creation of our Master Teacher Network which brings teachers together to provide professional support and training for their peers.

This week's featured resources put teachers in charge of their professional learning paths, whether they team up with peers in their own school or through virtual networks.

About Blog APPEC is the premier annual event for PE and Sports Science teachers in the Asia Pacific region to learn from leading global authorities in Physical Education, network with peers and disseminate good practices.

You have a network of peers for support and you have teachers who will answer all of your career - related questions.

The Network will also connect superintendents, principals and teachers with a range of tools and models for implementing effective and prevention - oriented approaches that promote positive behavior and a positive school climate using a peer - to - peer approach.