Sentences with phrase «practiced by administrators»

The exemplars that follow indicate that this is possible — both through larger, comprehensive models, and through relatively simple, smaller - scale shifts in attitudes and practices by administrators and teachers that don't require new or significant infusions of funding.

Not exact matches

Judith Enck, this area's regional administrator for the Environmental Protection Agency, said environmental justice best practices require not only public meetings, but other strategies to engage those affected by a project.

Public defenders oppose courthouse arrests by immigration authorities, but administrators said lawyers» protests against the practice were disruptive.

The model of hospital administration in this publication actually has lots of semblance with contemporary models in the US, UK, Republic of Ireland, Australia and Canada where there is a board of directors / governors with a Chairman (does not have to be a Medical Doctor), a CEO / President / Hospital administrator (does not have to be a Medical Doctor) and a CMD / MD / CMO / Executive director medical services etc (Is ALWAYS a Medical Doctor — different names but similar portfolio — In Nigeria we always look up to these countries for direction with respect to global best practices so I do not understand what the commentator code - named afam6nr means by «Obviously, this writer has not attended any Business School Training and has no knowledge of Business Administration» — My advice to afam6nr is to do a little study of the different heath system of the world (specifically regarding corporate governance, organisation and administration of tertiary hospitals) and after this little research come back and comment on his findings!

The additional security arrangements required by the rule are at odds with traditional practices, say university administrators.

Many were told by administrators to adopt practices aligned with other teachers at the school, Ihrig said.

The Diabetes Prevention Summit: Translating Clinical Science into Practice was co-moderated by John Brooks, President and CEO of Joslin Diabetes Center, and Dr. Sachin Jain of Brigham and Women's Hospital (formerly Senior Advisor to the Administrator, Centers for Medicare and Medicaid Services), The summit included over 40 key national diabetes constituencies and organizations and was held at the Fairmont Hotel in Washington, D.C.

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.

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.

, these informal, non-evaluative classroom visits by administrators can lead to improved instructional practices and curriculum alignment.

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

Nagel believes that an administrator must understand his or her role in teacher stress and then change that impact by practicing «participatory leadership and supporting teachers» when they need help.

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.

The challenge, as a recent report by the Consortium of School Networking makes clear, is that both teachers and administrators «struggle with what these new applications mean in terms of school policies and practices.»

Year 7 - Term 1 - Basic Drawing Skills Scheme of Work / Practice Makes Permanent (Literacy Bank) / Assessment and Feedback Materials This resource has been developed in response to the Knowledge Rich Curriculum advocated by teachers, researchers and administrators who have inspired the Free School Movement.

By practicing preventative law, educators and their governing boards should be able to limit, if not eliminate, liability because courts recognise that teachers and administrators can not be liable for all incidents in which students are injured, particularly if accidents occur spontaneously.

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.

By utilizing these principles, administrators can make their schools have a more relevant learning culture, and once they start seeing results, they can start telling their stories through effective communication practices, he said.

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

«Inside Successful District - Charter Compacts: Teachers and administrators collaborate to share best practices,» by Richard Whitmire

The effect is mediated by numerous factors: teachers» knowledge, beliefs, and existing practices; the economic, social, philosophical, and political conditions of the school or district; the stakes attached to the policy; and the quality of the support and lines of communication provided to teachers and administrators.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

By combining multiple sources of information about a teacher's practice, administrators can obtain a more comprehensive view of an individual teacher's ability, as well as focus areas for potential development.

Teachers and administrators develop an understanding of effective practice over time by experiencing and observing success.

This is operationalized by an administrator's level of knowledge, leadership disposition, and actual performances in practice.

Michigan's new education evaluation law requires building administrators be evaluated annually based on a combination of factors including student growth and professional practice as measured by their district's administrator evaluation tool.

The Essential Personalized Learning Institute is a 3 - day workshop facilitated by our highly - trained staff who will work with teachers and administrators to create an action plan to bring personalized learning practices to their school or district.

When the walk - through program expanded, administrators decided that all classrooms were open for visitation, and teachers would look for examples of effective practices as defined by experts.

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

A recent report commissioned by the Bill & Melinda Gates Foundation revealed that teachers» learning is being tamped down by evaluators of their practice, administrators, and coaches who have never taught the new student standards.

Any misalignment between teacher / administrator professional practice and student performance will initiate a dialogue to identify why a discrepancy between scores exists, followed by district action in the interest of professional development of the teacher.

Feedback through Deliberate Practice Finally, by using Deliberate Practice, teachers collaborate with administrators to select specific strategies to practice intePractice Finally, by using Deliberate Practice, teachers collaborate with administrators to select specific strategies to practice intePractice, teachers collaborate with administrators to select specific strategies to practice intepractice intensively.

If the data does not exist, the assertion must either be deleted or administrators must work to enhance the robustness of their data collection practices by, for example, adjusting the nature of their classroom observations or PLC meetings.

Articles written by Tomlinson have appeared in many leading journals — among them Educational Leadership, Journal for Staff Development, Education Week, Theory into Practice, National Association for Secondary School Principals Bulletin, School Administrator, Phi Delta Kappan, Middle School Journal, Research in Middle Level Education, Evaluation Practice, Exceptional Children, Journal of Learning Disabilities, Journal for the Education of the Gifted, and Gifted Child Quarterly.

Descriptions of the fundamental knowledge, skills, procedures and practices operationalized by the pilot schools are provided in this document, which serves as an administrator's and practitioner's guide for implementing and sustaining a K - 3 response to intervention model.

A university - based program that was deemed by school administrators as a more effective approach for preparing teachers in bilingual / ESL theory and pedagogy and for linking teacher preparation to classroom practice.

By using the tools and language provided in the Instructional Leadership program, administrators will begin to see instant improvement in teaching practices.

I have read over 700 research articles, technical reports, news stories, and other Op - Eds just like this, and never has even one of them (i.e., that is from a pro VAM perspective) ever been written by a teacher or administrator working in America's public schools and living out the realities of these systems in practice.

By identifying and aligning teaching, principal, and District administrator practices, we will be able to act in concert to improve student outcomes.

The purposes of the chapter are to advocate for the professional development of education technology directors, administrators, and leaders of North Carolina; elevate the professional practice of education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education Agencies.

Demonstration Site Implementation and Practice — When CORE is supporting the implementation of a comprehensive, district - wide literacy and / or mathematics approach, selected sites are identified by the district to serve as the venues for district literacy and / or math specialist, coach, and site and district administrator pPractice — When CORE is supporting the implementation of a comprehensive, district - wide literacy and / or mathematics approach, selected sites are identified by the district to serve as the venues for district literacy and / or math specialist, coach, and site and district administrator practicepractice.

In spite of this evidence, over this same period, the vast majority of teachers and administrators have enacted practices that separate students by ability; their argument is that homogeneous grouping produces greater learning by allowing for the concentration of instructional resources on the same set of learning problems.

Seven principals, teachers and students interviewed for this article - along with a slew of advocates - argued that restorative practices make schools safer by increasing trust between students and administrators and making students responsible for their own behavior.

The experience was held over two days and led by CPM authors, teachers, administrators, teacher - leaders, and others who shared their experience and expertise, providing insights into best practices in teaching mathematics.

A laptop loaded with data from previous observations can allow an administrator to hone in on only those teaching indicators that merit the most attention — and provide instantaneous feedback accompanied by videos of best practices from master teachers.

Eva S. Moskowitz, the founder and chief executive of Success Academy, along with various principals from each school branch, spoke in October in response to an article showing evidence of unfair practices by school administrators, including a «Got to Go» list of students to weed out.

She was hired by Richard C. Owen Publishers in 2001 to serve as a Learning Network Coordinator and spent the next three years training teacher leaders and administrators in educational theory and practice in the state of Colorado, as well as around the country during the summer months.

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.

Applications went through four levels of screening by review teams composed of researchers, teachers, policy makers, and administrators, who looked at school practices that fell into categories such as create and maintain healthy school culture; broaden and enrich school curriculum; use a variety of assessments designed to respond to student needs; and support teachers as professionals.

By involving stakeholders at every level — students, families, educators, administrators, and the district — this Partnership hopes to support the implementation of restorative practices in schools nationwide.