Sentences with phrase «practice by classroom teacher»

Not exact matches

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

Students with disabilities are served by a system of policy and practice that extends from expansive federal laws such as the Individuals with Disabilities Education Act (IDEA) all the way down to the interactions between a single special education teacher and a single student within one classroom.

The Responsive Classroom philosophy was conceived in 1981 by six teachers who were interested in exploring developmentally appropriate practices and devoting classroom time to what was considered social curriculum, according to Ruth Charney, one of the founders of the Responsive Classroom movement.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

Teachers can follow up by building reflection time into their classroom practices, having students journal about or talk in circle about tough situations they face, and encouraging students to think deeply about their values and life goals, for example.

The Teachers of Physics awards, instituted in 1986, celebrate the success of secondary school physics teachers who, by their outstanding practice in the classroom have raised the state of physics and science in Teachers of Physics awards, instituted in 1986, celebrate the success of secondary school physics teachers who, by their outstanding practice in the classroom have raised the state of physics and science in teachers who, by their outstanding practice in the classroom have raised the state of physics and science in schools.

Help teachers visualize 21st century classroom practice by showing them videos of 21st century classrooms.

Further, the particular forms that are viewed as socially desirable vary from culture to culture and setting to setting and thus have to be learned by students (e.g., interrupting teachers to ask questions or to express opinions is standard practice in American classrooms whereas Japanese students are expected to be very quiet during class).

The final report on the Early Reading First program, conducted by outside researchers under contract to the research arm of the U.S. Department of Education, found the program has had the most significant effect in improving classroom activities and materials, as well as teacher practices related to literacy development.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

Drawing on research from Project Zero's Agency by Design project, this course offers classroom teachers, maker educators, administrators, and parents an opportunity to explore firsthand maker - centered learning practices and the opportunities they afford.

Teacher Inquiry is considered as an effective method to help teachers gain a better understanding of their classroom practice and, by developing reflective practitioner competences, contribute to their own self - evaluation and improvement.

His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

The results presented here constitute the strongest evidence to date on the relationship between teachers» observed classroom practices and the achievement gains made by their students.

The book, published by Harvard Education Press, focuses on the ways education policies collide with everyday classroom practices and how thoughtful, solutions - oriented, and results - driven teachers are reframing debates in education today.

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.

At my institution, we assume that more experience in the classroom than is required by state regulation provides teacher candidates with valuable practice and important information regarding their choices of where to teach.

(The peer evaluator may in practice be replaced by an equally effective or more effective teacher, but that teacher must herself be replaced in the classroom she left.)

In the research reported here, we study one approach to teacher evaluation: practice - based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators.

Consequently, by that year's end, we launched a district video - hosting website that featured 26 classroom clips of local teachers sharing lesson ideas and best practices.

Voice recordings made by teachers during their lesson delivery are being used to give professional learning feedback in an effort to promote effective classroom practice.

Add to those things the inefficient classroom management practices used by teachers; by one estimate, 70 percent of U.S. teachers need to improve their classroom management skills!

This reflects the call by government for a more clinical focus on teacher preparation whereby would - be graduates are required to observe and be engaged in classroom practices in a systematic and sustained manner with quality teachers; teachers who are identified and upgraded as lead or mentor teachers.

«Jon Star is a top - flight researcher and scholar in math education, and his work, informed by his years as a classroom teacher, has had significant impact on teaching practice and curriculum design,» said Ryan.

In sharing a classroom, beginning teachers, working in cohorts, will learn specifically how to plan and critique lessons by watching their mentors teach and then having seasoned veterans watch their own teaching practices.

able to lead both by modeling outstanding practices in their own classrooms and by guiding other teachers through classroom observations and dialogue.

In the 2013 - 2014 school year, with 200 teachers (in 50 schools) in the treatment group and an equal number in a control group participating, we examine whether digital video technology can improve teaching practice and student outcomes in treatment classrooms; whether it is preferred by both teachers and principals to in - person observations; and whether it presents a cost - effective, scalable alternative to in - person observations.

Technology can be used to advance learning by bringing exciting curricula based on real - world problems into the classroom, providing scaffolds and tools to enhance learning, such as modeling programs and visualization tools, giving students and teachers more opportunities for feedback, reflection, and revision, and building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people expanding opportunities for teacher learning.

This workshop builds on the work done in previous Train the Trainer workshops by helping leaders to develop and lead effective practice activities that support teachers in the specific techniques they need in order to improve in the classroom.

have been trained to support teachers» instructional practice so every classroom is led by a strong teacher

David Liben, who works for Student Achievement Partners, a non-profit set up by the authors of the Common Core to help teachers put the standards into practice, says the «text to self» technique often puts kids from poor families at a disadvantage in the classroom.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

His practical translations of the most current research and theory into classroom strategies are widely practiced internationally by both teachers and administrators.

The Coherence Camp can plausibly argue that its path is the surer route to higher student achievement and more consistent classroom practice — but it risks alienating thousands of teachers who feel hamstrung by a curriculum they don't like and millions of parents who want something different for their kids.

* By formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordinglBy formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordinglby teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordingly.

Close observation of candidates» classroom teaching, availability to answer their questions, modeling of effective teaching practices and provision of insightful guidance and advice — by skilled and experienced supervisors - are vital to equipping pre-service teachers to become effective on their own.

To illustrate, the Milken Educator Award, given in the United States, identifies and selects outstanding elementary and secondary school teachers «as evidenced by effective instructional practices and student learning results in the classroom and school» or as evidenced by «accomplishments beyond the classroom that provide models of excellence for the profession» (Milken Family Foundation, n.d.).

No other teacher effectiveness model or teacher evaluation model has subjected its components to such rigorous experimental control studies, all conducted by practicing teachers in real classrooms.

The study was conducted by 18 HSG National Teacher Fellows, who are practicing classroom teachers and instructional coaches from 17 states.

Studies by Gersten and Kelly, (1992), Gigante and Firestone (2007), Race et al. (2002), and Vesilind and Jones (1998) showed that teacher leader practices, including demonstration lessons or modeling, had a positive impact on teachers» classroom practice.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

By adopting research - based classroom management practices, a teacher does not have to diminish his / her persona, enthusiasm, or unique ways of connecting with students.

We found that the teachers who made the most gains in their classroom practice (as measured by the CLASS ™ observation tool) focused their conversations with mentors on classroom practice — following a cycle in which mentors observed teachers and collected data, interpreted the data with mentees in post-observation meetings, planned next steps together and kept in touch between monthly visits.

Weekly courses taught by SFTR and SFUSD leaders on topics relevant to San Francisco teachers, including implementing restorative practices, developing trauma - informed classrooms, building partnerships with families, and understanding the SFUSD common core curriculum

Section 1.2 focuses more narrowly on relationships among actors within schools, examining leadership shared by principals and teachers as it may affect classroom practice and student learning.

By emphasizing shared responsibility and regular meetings, Learning Clubs create a powerful support group that allows teachers to test and refine their work in integrating the best research - based techniques into their classroom practice.»

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»