Sentences with phrase «produce teacher change»

Steve explores the relationship between instructional coaches and administrators, and how an effective coaching program can produce teacher change, student achievement and desired staff involvement.

Not exact matches

«But all it takes is a couple of dedicated teachers with a little support and guidance to run important research programs that can produce winners in this competition and more importantly kids who are going to go on to become scientists and change the world.»

Teachers and those responsible for linking the intervention to schools also felt that involvement in the intervention produced positive changes in reading behaviour and attitudes towards reading among participating children.

Building on reporting for his magazine, the author interviewed economists, psychologists and neuroscientists, examined their recent research, and talked to students, teachers and principals to produce this fascinating overview of a new approach with «the potential to change how we raise our children, how we run our schools, and how we construct our social safety net.»

Now Hulu is hoping to tease the drama out of that national doubt with «11.22.63,» a nine - part time - travel epic executive produced by «Star Wars» director J.J. Abrams and starring James Franco as Jake Epping, a writing teacher who goes back to the early 1960s to stop Oswald and change the course of history.

Time can be even more of a concern when teachers implement project - based learning (PBL), as it changes the way we do things and does require time for students to produce and create.

For example, the failure to find positive student - achievement impacts in a series of IES - funded studies of professional development programs has produced a broader appreciation of the difficulty of adult behavior change and more healthy skepticism about the traditional approach to teacher training.

About 25 percent of those teachers produce the level of gap - closing, life - changing growth that students need consistently to catch up and leap ahead to rising international standards.

Such systems, if organized around direct assessments of teacher and classroom quality, based on strong and valid metrics and tied to new or existing incentive systems, could be a cost - effective means of producing real change for teachers and children.

While the study shows some reliability in measuring teachers who either overperform or underachieve dramatically, the authors note that «the vast majority of teachers are in the middle of the scale, with small differences in scores producing large changes in percentile rankings.»

BTLN aims to produce teachers that are «empowered to lead and informed to change» in a new era of teaching.

Almost all experts agree that major changes are needed in these programs, with the emphasis being to produce teachers who are effective in enhancing student learning.

However, there is limited scientifically based research on what kind of program produces effective teachers; rather, the literature consists mostly of calls for change in teacher preparation programs.

While technology in Common Core assessments produced statewide protest, response from Florida's teachers and students to the actual changes in classroom education are far more mixed.

This strategy is based on research suggesting that innovative faculty development models focusing on personal needs are most effective in producing educational change (Persichette, 1998; Strudler & Wetzel, 1999), effective technology - related faculty development efforts enable teacher educators to enhance their instruction (Cooper & Bull, 1997), and faculty members must receive support when they need it as opposed to when a training session is offered (Ring, Cilesiz, Ali, & Chen, 2002).

Longer hours, summer school, tougher curriculum and merit pay are changes that could help produce the best students and retain the best teachers.

Eufemia worked on Climate Change, a set of recommendations produced by the E4E - New York Teacher Policy Team on School Climate and Student Discipline.

Although any one strategy could influence a selected portion of teacher education, the strategies are working in tandem to produce more widespread change.

The National Education Association has announced the first recipients of a fund that supports state and local projects to improve teaching — the latest salvo in a push to reorient itself during a time of rapid change in K - 12 education that has produced angry debates, exhausted and sometimes frustrated teachers, and left state and local affiliates scrambling to respond.

While some schools and teachers, like the ones at Liberty, have fully bought into the changes and have access to resources to help them make those changes happen, in other places Common Core is seen as more of a top - down content shift rather than something that will produce significant changes in teaching.

Holding teachers accountable for growth in student performance, with real consequences for achieving or failing to achieve their student performance goals, seemed to produce demonstrable changes in teacher behavior.

While there's a lot of energy to move forward, to do something about the glaring racial inequities, this same pressure threatens to produce policy change that could inadvertently hurt other students, teachers, and schools.

Although Rhee refrained from prescribing her system to California schools - which she admitted constitutes a vastly different environment than the District of Columbia - she did outline her recipe for change that involves ousting any teacher that can't produce effective test scores.

Across the nine schools, the teachers tested 15 different change ideas, and several of these practices produced standout results in shifting students» mindsets and learning outcomes, including a routine to improve peer - to - peer feedback, the revising work and tests routine, the challenge problems activity, and a one - on - one conferencing protocol.

However, some literacy coaching does not produce lasting success; in these programs, teachers go through the motions of making superficial changes and then quickly revert to less - successful practices and perspectives.

By bringing together educational practice and policy, the BTLN aims to produce teachers that are «empowered to lead and informed to change» in a new era of teaching.

Data can help us identify the teachers and principals all across America who are producing miracles in the classroom every day... Data can help us identify outdated policies and practices that need to change so our children will succeed in school and in the workforce.»

Despite the hard work of administrators, principals, and especially teachers, the majority of schools studied show little evidence of the type of bold and transformative changes the SIGs were intended to produce.

The Internet and major changes in the publishing field have also led to opportunities for teachers to serve as education consultants at companies that produce educational materials.

Over at Education Next, Drs. Robert M. Costrell and Michael Podgursky have produced thorough reviews of the problems with back - loaded, defined - benefit pension plans, including how these plans punish public school teachers that change localities during their careers.

For years, the institute has been laying the groundwork for radical changes to Missouri's education system, producing reports, testimony, and policy papers purporting to show the benefits of ending teacher tenure and enacting vouchers in the form of «tuition tax credits,» along with other efforts to privatize education and undermine teachers» unions.

As a result of multi-pronged changes, administrators, teachers, student support staff, and ancillary staff more effectively provide scaffolded academic and behavioral supports and interventions for all students, producing a reduction of unwanted behaviors and increased engagement.

The report found that «widespread public awareness of the damage caused by the overuse and misuse of standardized testing, coupled with effective grass - roots organizing by parents, teachers, students and their allies, is increasingly producing positive changes in state and district testing practices.»

In collaboration with NCAS and the RGS, the RMetS has produced a climate change update booklet for A level geography teachers.

Theatre and dance dramaturg, teacher and a writer, Ruth also curates and produces our Sea Change programme»