Sentences with phrase «practices at the classroom level»

In addition to an overhaul of the objectives and content of curriculum materials, it calls for a paradigm shift in educational philosophy and a corresponding transformation in teaching practices at the classroom level.

Not exact matches

First, the correction - I'd originally reported that the district would no longer continue its practice of requiring kids to take a package of animal crackers as part of the in - classroom, universal breakfast service that was instituted last year at the elementary level.

Making this the norm in classroom practice is no easy task: it will require changes at all levels of the system, including to the evidence base, career pathways, leadership capability, and reporting, accountability and governance.

«Write» on Target In its weekly «Teacher Feature,» Education World highlights neat activities and classroom practices from educators in all locations and at all levels.

For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level?

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

Comparability would enable serious researchers to make fine - grained, practice - based distinctions at the classroom level, enabling the field to observe, define, and disseminate effective practices among various subsets of students.

For instance, they might tell me they are very concerned with classroom management practices, rather than critical - thinking skills, at their current stage of development; I could then better align my own interests with their present level of needs.

Drafted by a coalition of education and civil rights organizations to guide reform of assessment practices at all levels, from the classroom to large - scale accountability exams.

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.

His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy - practice relations.

Learn a rational process for evaluating grading systems at all levels, from classroom practices to national policies.

At the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to theAt the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to theat «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to them.

BERC's research and analysis on these projects between 2008 and 2011 will highlight school and classroom practices that equip students for success at the elementary, middle grades, and high school levels.

Identify the process of designing and the practice of employing a robust and balanced assessment system at the classroom level.

Beginning teachers need to learn new skills from master teachers, practice those skills, adjust their teaching methods based on actionable feedback, and gradually assume increased responsibility in the classroom and at the school level.

Educators can implement a variety of instructional and management practices at the school and classroom levels that encourage students to develop a sense of responsibility.

This team has launched a multi-faceted, nation - wide effort to promote a deeper understanding of sound assessment practices at all levels of concern, from the classroom to the boardroom and from the living room to the legislature.

Victoria has been both a high school teacher and an elementary school vice-principal, where she worked to implement social and emotional learning theories and practice at the classroom and school level, and has worked with curriculum developers to write SEL lessons for publication.

But policymakers, administrators, and legislators have a base of knowledge to draw on, as well as information about good practices that work at the school and classroom levels.

Little attention and limited resources have been available to promote quality assessment practices at other levels, such as day - to - day in the classroom.

At the classroom level, programmatic and instructional practices included the following.

Responding to this pressing challenge, policymakers at all levels are shifting resources, rethinking practices, and enacting policies to attract and keep qualified educators in our nation's classrooms.

«Any changes that have occurred in practice and policy are occurring at the local school system or classroom - based level or by happenstance at the state education agency level,» remarks Albert Wat, a senior policy director at the Alliance for Early Success.

The Classroom Practice Continuum brings the Australian Professional Standards for Teachers to life by building out the Professional Practice Domain and articulating what teachers at increasing levels of expertise do in the classroom.

WEI provides coaching at all grade levels, subject areas and topics ranging from effective instructional practices to classroom management.

What are the current assessment practices in your classroom, at your grade level, and throughout your school?

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the Catholic schools at the K - 12th grade levels.

By developing information systems and feedback structures that identify strengths and weaknesses within schools and districts across these areas, states can set the stage not only for identifying what is working but also for changing educator practice where it matters most — at the classroom level.

This class is the final in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the Catholic schools at the K - 12th grade levels.

Despite its many benefits, reflection is a relatively uncommon professional practice (Gelter, 2003), suggesting that more must be done at the university level to encourage preservice teachers to take reflective practice with them into their future classrooms.

In addition to the rubric, we also set the intention to provide examples of what the practice looked like in the classroom at each level.

Most classrooms at Piedmont Elementary use eSpark three to four times each week, giving students ample time to practice math and ELA standards and their own level and pace.

The harder path of involving all teacher voices in identifying best practice in collaboration and calibrating on what does collaboration look like in my classroom at my grade level will develop capacity in our system.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

Drawing on theories and practices from experts in a variety of learning techniques, Erwin explores each of the five basic needs to create nearly 200 adaptable strategies for teaching and classroom management at any grade level.

In this hybrid role, I have been able to work alongside policy leaders making decisions that impact public education while reflecting on my classroom practice and representing teachers and students at the state level.

Engaging students in the right instructional practice at the right time is daunting, especially with students at various learning levels and an average of 22 different instructional practice solutions in every classroom nationwide.

The practices featured in Management in the Active Classroom can be used in any classroom, at any grade level.

Because of this, the MELAF - inspired growth in District C was strongest at the level of individual teachers working to improve their classroom practice.

This focus served to further direct the districts» teachers toward implementing change at the level of individual classroom practice, rather than in contexts beyond the classroom.

In their interviews, all of the participants in this district emphasized changes in their classroom practice, but only one teacher spoke of implementing change at the building level, and none refer to their involvement in working for change in professional contexts within or beyond the district.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

I was able to establish best practices skills in a combination of time in the classroom and time training on the field.I have worked in coaching at the club level for 15 years and am ready to bring those practices to a higher level.

Victoria has been both a high school teacher and an elementary school vice-principal, where she worked to implement social and emotional learning theories and practice at the classroom and school level, and has worked with curriculum developers to write SEL lessons for publication.

We are committed to best practices in the classroom and creating connections between educators, students, peers, and families at the deepest levels.»

Designed for individuals who provide direct classroom support to teachers, this session introduces Coaching to Fidelity and The Fidelity Tool for Administrators, tools that enable programs to measure teachers» fidelity of implementation and then use that information to help teachers at all levels improve their practice.

The full report provides details about the kinds of measures that can be used to support a focus on SEL — for use in a state accountability system, which reveals how different groups of students may be experiencing school and how they are being supported; and for use at the school or district level, to help educators improve classroom and school practices.