Sentences with phrase «professional culture of teaching»

It starts with transforming the professional culture of teaching, and building teacher effectiveness.

Not exact matches

Experts fight too, of course, and professional cultures are also corruptible, but it avoids the very difficult task of teaching an entire society how to examine the issues, think them through, and arrive at a reasoned decision.

If culture is the way people think and feel and behave as a people, and if spirituality is the way we live out the life and teachings of Jesus in this particular culture at this particular time, then the questions for thinkers, writers, theologians, and religious professionals must become: What cultural realities are challenging the Gospel now?

Co-sponsored by the German - American Fulbright Commission and the German Academic Exchange Service (DAAD) the Summer Academy aims to offer professional development in areas relevant to the teaching of German including German language, literature and culture as well as in professional and higher education.

We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.

Domain 5 — the idea of teachers in the school sharing and showcasing best practice to support professional learning of others, and this idea of a self - reflective culture, focus on improving classroom teaching, that was... this really informed our vision.

This means a world of teachers who lead and leaders who teach, a world where school leaders and teachers have the POWER TO DECIDE how to spend their resources, how to build their programs and school culture, how to support their own professional development, and — most importantly — about who gets the privilege of working alongside them.

Most of the crucial decisions about how U.S. schools run and who teaches what to whom in which classrooms are still made in 14,000 semi-autonomous school districts, nearly all of them run by locally elected school boards, often with campaign dollars supplied by those with whom they negotiate collectively, and managed by professional superintendents, trained in colleges of education and socialized over the years into the prevailing culture of public education.

Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.

Kardos and Liu randomly selected a sample of 110 new teachers in New Jersey teaching at both charter and non-charter public schools, and surveyed them about their experiences with the hiring process and the professional culture.

Careful design, highly skilled teaching, and a degree of compromise among teachers and parents who come from different cultures and professional backgrounds are all required.

Video can be a powerful professional learning tool for nurturing the culture of teaching, learning, and connecting ideas and innovations.

School practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of success.

In order to increase innovative teaching practices, the report recommends increased collaboration among teachers, a school culture that offers a common vision of innovation and support for new types of teaching, and professional development that provides teachers opportunities to experiment and apply innovative teaching methods.

Designed to scale digital transformation and re-image the culture of teaching and learning, Discovery Education's Digital Leader Corps is a three - year + professional learning partnership for educators and school leaders.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

The best schools in our study took this broader view of professional development and developed their leadership, culture and teaching through a variety of different coaching, mentoring and development programmes.

Let's look at this on two levels 1) whole school strategic approach 2) Impact to professional development, ethos and culture of teaching and learning.

Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy, Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS Professional Counselor Professional Development in Education Professional Educator Professional School Counseling PROFILE: Issues in Teachers» Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and Teaching Psychology Teaching Review Public Services Quarterly

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

This research raises questions about professional development, student learning, and school culture to guide future research: What are the effects of arts integration on teachers» beliefs about teaching and learning and on their own practices?

Actively recruiting top talent and making the job search professional and exciting will help us better serve our students and build the culture of prestige the teaching profession deserves.

Guided by «Transformation Education,» (TranZed), the programs within the Alliance focus on teaching child - serving professionals to think in context with the goal of creating a flexible culture that serves the individual needs of each child.

When educators create a culture of inquiry, professional learning eventually comes to be expected, sought, and an ongoing part of teaching and school life (Lieberman, 1995; McClure, 1991; McLaughlin, 1991.).

Teacher leaders (1) foster a collaborative culture to support educator development and student learning; (2) use research to improve practice and student learning; (3) promote professional learning for continual improvement; (4) facilitate improvements in instruction and student learning; (5) promote the use of assessments and data for school and district improvement; (6) improve outreach and collaboration with families and community; and (7) advocate for student learning and the teaching profession.

The late Ronald Thorpe, former President and CEO of the National Board for Professional Teaching Standards, introduced his 2014 New England Journal of Public Policy article on «Sustaining the Teaching Profession» with the notion that the culture of the teaching profession must expand and change in order to achieve the essential goal of advancing learning for all sTeaching Standards, introduced his 2014 New England Journal of Public Policy article on «Sustaining the Teaching Profession» with the notion that the culture of the teaching profession must expand and change in order to achieve the essential goal of advancing learning for all sTeaching Profession» with the notion that the culture of the teaching profession must expand and change in order to achieve the essential goal of advancing learning for all steaching profession must expand and change in order to achieve the essential goal of advancing learning for all students.

To forge an enhanced teaching culture that advances both the professional standing and careers of teachers, and learning for all students, CTL urges all districts and schools to explore ways to implement these shifts in attitudes and approaches, both informal and more comprehensive.

While she agrees that standards can help shape better teaching for all students, she warns that without careful attention to professional development and the impact of a school's «culture» on change efforts, standards could further penalize students who are already overlooked and underserved.

Learn how quality goal - setting and targeted coaching affect the culture of teaching and learning at your school - and what you can do to lead a more empowered community of professionals.

Through this model, afterschool professionals learn how to develop their own social - emotional skills and how to create a culture of SEL by integrating WINGS» explicit and implicit curriculum that teaches students how to cultivate positive relationships, make good decisions, and manage their emotions.

Once staff culture has been established to reinforce a professional growth mindset, school leaders can shift focus to the culture of teaching and learning within classrooms.

By coaching for cultures of continuous improvement and powerful professional learning communities focused on student achievement, CES worked with educators to support and promote innovative and effective teaching.

As teams of teachers in schools choose to pursue professional teaching standards and Board certification, they create more collaborative cultures among staff, generate new teacher leadership capacity, and address pressing professional learning and student learning needs.

More and more, schools are seeking to retain teachers by creating collaborative cultures through professional learning communities, or PLCs; critical friends» groups, or CFGs; or teams comprised of grade level or content teachers who meet daily to discuss teaching and learning, student progress, and share best practices.

Both Standards recognise that high - quality school leadership is the practice of positively influencing individual and collective teaching expertise in a professional learning culture to secure a strong rate of progress for all learners.

It may seem obvious to many that teachers should be treated as professionals — applying their knowledge, experience, and expertise to the complex work of instruction — but the culture and traditions of schools have continually undermined efforts to give teaching a truly professional status.

We set out to drive better child outcomes by conceptualizing and designing a Professional Development Intervention that cultivated instructional leadership and instilled cultures of collaboration that successfully impacted teaching and children's learning.

Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as professionals, and teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching, professional learning communities, peer - to - peer professional development, and co-teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school culture and achievement.21

Juliet engaged in the Mills Teacher Scholars process of collaborative inquiry within a professional culture that acknowledges the uncertainty inherent in teaching.

Effective professional development -LSB-...] requires a pervasive culture of scholarship with a shared commitment for teachers to support one another to develop so that pupils benefit from the highest quality teaching

We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.

Our staff is 100 % Costa Rican, which means you will be immersed in the Spanish language with professional, friendly teachers who not only love to teach you Spanish, but also to share our love for the people and culture of Costa Rica.

We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.

Georgetown Kentucky About Blog A Community of Practice: Teaching English and Other Languages, CALL, Educational Technology, Advocacy, Immigrant Issues, Professional Organizations, Culture, Teacher Training, Assessment, Family Outreach, Assessment, Standards, Legal Issues, and Professional Development Frequency about 24 posts per week.

Using documentation of program activities, we will examine three ongoing teacher research inquiry projects around the topics of early literacy, classroom storytelling and story - acting, and dual language learning that promote effective teaching through professional educational initiatives that emphasize reading, writing, culture, child development, and research.

We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.