Sentences with phrase «professional curriculum project»

Mr. DeMartin is currently pursuing his doctorate in educational leadership and management from Capella University with an action research professional curriculum project focused on the improvement of professional development practices for alternative education faculty and staff.

Not exact matches

In addition, your membership donation contributes to innovative projects such as the creation of a comprehensive Attachment Parenting curriculum, the formation of strategic alliances with like - minded organizations, the expansion of our network of AP - Friendly Professionals, and the upgrade of our Web site to become the premier Attachment Parenting online community.

Over the course of the three - year curriculum project, the research team will design materials for students along with a professional development program and materials for teachers and a set of assessments for evaluating students» understanding of the energy concepts and science practices that are targeted in the new unit.

As the project's curriculum director, she participated in the development of Benchmarks for Science Literacy and Resources for Science Literacy: Professional Development and, as director, provided leadership for and contributed to the development of Atlas of Science Literacy, Vol.

Your project would fit nicely into the Instructional Materials for Students component, which «supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizations.»

This site provides curriculum units for kindergarten through high school, professional - development programs, and the organization's Healthy Schools Project.

Summit's PLP (a free platform that comes with professional development tools and customizable, teacher - created, project - based curricula, including virtual textbooks, curated resources, and assessments) allows students to learn at their own pace, track their progress, and reflect on feedback.

You might be working in professional learning teams within a school to improve learning, or connecting students locally and internationally in curriculum projects.

The Barefoot training workshops are run by volunteer professionals from the IT / computing and education sectors, these events introduce the new computing curriculum to teachers and explain the support available to them through Barefoot and other related projects.

The book represents a culminating work of the ArtsLiteracy Project, a project that develops curricula and professional development practices based on the premise that linking literacy and the arts creates powerful learning opportunities for students both in core academic subjects and in thProject, a project that develops curricula and professional development practices based on the premise that linking literacy and the arts creates powerful learning opportunities for students both in core academic subjects and in thproject that develops curricula and professional development practices based on the premise that linking literacy and the arts creates powerful learning opportunities for students both in core academic subjects and in the arts.

Lois Hetland is a researcher at Harvard Project Zero, directs Project Zero's Summer Institutes for Educators, and consults on professional and curriculum development.

The reSolve: Mathematics by Inquiry project is developing units of work and classroom resources for Foundation to Year 10 linked to the Australian Curriculum: Mathematics, and professional learning modules for teachers.

The researchers developed a hands - on curriculum and professional development lessons teaching basic physics using the popular toys, then conducted a randomized controlled trial in about 60 fourth - grade classrooms in a California school district comparing student learning under the project - based and traditional textbook based instruction over three weeks.

Teachers are expected to work collaboratively with colleagues in schools and professionals in the community to develop interdisciplinary curriculum, project - based learning, and career - related internships.

Through various projects focusing on professional development in the STEM subjects and digital skills, teachers are provided with support in delivering new elements of a future - facing curriculum, where their students will be working with new technologies and developments that were not even thought of just a decade or so ago.

Run by volunteer professionals, including those from BT and the ICT and education sectors, these events will introduce the new computing curriculum to teachers and will explain the support available to them through Barefoot and other related projects.

The project team will utilize meta - analytic techniques to estimate the impact of STEM teacher professional development and novel curriculum materials on student outcomes, and analyze the relationships between program effectiveness and key moderators identified in the literature, such as duration, intensity, format, grade and disciplinary topic, and alignment with NCTM / NSTA standards.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Project Learning Tree provides K - 12 teachers environmental education curriculum materials once professional development opportunities are completed through the Project Learning Tree program.

She has been working on a range of projects in curriculum development, teacher professional learning, and pre-service teacher education.

The promise of CSR models — such as Accelerated School Project, Core Knowledge, Direct Instruction, High Schools That Work, School Development Program, Success for All — and the comprehensive reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student success.

During her nine years as a teacher, Amber designed and implemented innovative inclusion programs, project - based curricula, and teacher professional development.

Maribeth D. Smith, Senior Project Director, Professional Development, Curriculum and Instruction, is one the leading practitioners and evaluators of student learning objectives nationally and has guided design team efforts in Denver, Austin, and Charlotte - Mecklenburg.

This project illustrates an effective approach for designing a Web GIS - integrated curriculum with educative curriculum materials that can be used to support the professional growth of teachers when face - to - face professional development time is limited.

Dr. Paul Gray is a curriculum developer and professional development consultant for Cosenza & Associates, LLC, as well as a former project manager for the Institute for Public School Initiatives at the University of Texas at Austin.

In this project, the teachers received only 2 days of face - to - face professional development prior to implementing the Web GIS investigations as part of their curriculum.

In addition to tackling the issues of community messaging, staff buy - in, professional development, and curriculum revision that come with each new initiative, principals must also project confidence, which is critical to reassuring stakeholders and maintaining a positive school climate.

The World Virtual School Project (WVS) is sponsored by the U.S. Department of State Office of Overseas Schools; to assist participating schools and regions in terms of curriculum quality and continuity, opportunities for collaboration, progressive professional developm...

Mary Snitily, Prosser's Director of Curriculum, State and Federal Projects, supports schools by aligning resources and professional development.

The project included research focused on the development and delivery of rigorous curriculum supported by intensive and sustained teacher professional development that included in - school coaching, peer classroom visits and content intensive STEM Academies In addition to the school day component, the project offered a STEM - focused, out - of school day program where students completed engineering - focused projects relevant to local communities.

The project will support the adoption of the New York State Science Learning Standards (NYSSLS) by providing teachers with rich professional development regarding the standards, formatting new science curriculum maps, uniform lesson structure, and STEM - based inquiry labs and experiments.

Part of that is scarce resources, but for the most part the infrastructure that supported schools to work on improving teaching and learning was dismantled intentionally: the old subject matter projects were dismantled and a diverse ecology of nonprofit organizations, consultants, and university - based programs were replaced by a one - size - fits - all set of training programs that were intended to align professional development with state - adopted curriculum and tests.

Industry - professionals interact students through projects, Day in the Life videos, the ECCCO (Exploring College Career and Community Options) curriculum, performance tasks, student work assessment tools, and storage of student portfolios.

Ms. Stevens has extensive experience designing curricula, conducting professional development, designing, reviewing and integrating education technology, writing and managing grants, project and program management, and developing teachers and leaders in both public and independent school settings, in addition to over twenty years teaching experience.

Project 2061 offers professional development workshops and online webinars to introduce educators to important areas of its work and support them in understanding and applying science learning goals in curriculum, instruction, and assessment.

Evaluation projects include formative and summative evaluation of exhibits, planetarium shows, museum websites, and K - 12 school field trip programs, as well as summative evaluation of teacher professional development programs, curriculum kits and evening programs for adults.

This brief outlines current efforts to align teacher professional development and credentialing programs to Linked Learning, discussing how teachers must be prepared to integrate core academic and career - related curricula, collaborate with teachers from other disciplines, and develop project or work - based learning opportunities for their students.

After conducting a comprehensive review of professional resources that could help Florida's start - up and new charter schools, particularly in the areas of administration, curriculum, governance, and finance, Charter School Support Services Corporation (CSSC) was chosen to implement the Florida CSU project through a contract with the FDOE.

The EFS Practice Profile is an evaluation tool for schools and educators to review their EFS work and set goals for future professional learning, school wide projects, curriculum and student learning.

Anne Jolly is ready to return to the classroom, so long as she can teach at Fisher Middle, a flexible facility designed to maximize student learning, with fully integrated technology, a project based STEAM curriculum; and built - in teacher collaboration and professional learning.

Explore STEM careers through a curriculum that is hands - on, team oriented, rooted in problem solving and modeled after professional work projects and tasks.

Through this initiative, project communities received hands on curriculum, professional development, and coaching around best practices to engage youth in summer and STEM.

MSAP grantees can access research and expert advice on best practices in curriculum, instruction, professional development, program marketing, and student recruitment in order to improve magnet schools project implementation, management, and sustainability.

The artifacts reviewed for this study included written plans and agendas for professional development meetings, questionnaires completed by the teachers at the outset of the project, materials used during professional development activities, district curriculum documents, teacher and student writings, conference presentations, and scholarly publications.

Two categories of data were examined for this study: (1) artifacts and documents generated throughout the project's 4 - year history (e.g., materials from professional development meetings, teacher questionnaires, district curriculum documents, teacher and student writings, conference papers, and scholarly publications); and (2) individual and focus group interviews conducted with MELAF participants from the four districts at the project's completion.

The qualification is for English language teaching professionals and senior practitioners who are engaged in significant projects as teachers, trainers, managers, curriculum designers and course developers.

These students participated in a year - long artist residency, which partners professional teaching artists with classroom teachers in each of the city's five boroughs to design collaborative projects that explore art and ideas related to the classroom curriculum.

Professional Achievements 2013 Artist Residency, Werkraum Wartek pp, Basel 2011 Artist Residency, LandART, Basel 2010 Artist Residency, Tschäpperli, Basel 2010 Artist Residency, A.R.N., Grignan 2010 Artist Grantee, Artist Fiscal Sponsorship Program, Fractured Atlas, New York City 2009 Artist Residency, La Mairie de Paris, Paris 2009 Artist Grantee, Artist Fiscal Sponsorship Program, Fractured Atlas, New York City 2008 Artist Residency, «Paroles», La Mairie de Paris, Paris 2007 Artist Residency, Grignan 2006 Artist Residency, Margrit Gass Art Projects, Bettona 2005 Artist Residency, Grignan 2004 Artist Residency, Ex Collegio Jesuitas, Artes et Culturales Morelia 2004 Artist Grantee, Creative Curriculum, Lower Manhattan Cultural Council, New York 2003 Artist Grantee, Creative Curriculum, Lower Manhattan Cultural Council, New York 2003 Fellowship Nomination Rockefeller Foundation, Next Generation Leadership Fellows 2002 Nomination for the Rockefeller Foundation, Next Generation Leadership Fellows 2001 Lower Manhattan Cultural Council 2000 Artist in Residence, Lower Manhattan Cultural Council Artist in Residence, New York Foundation for the Arts 1999 New American Painting Artist in Residence, The Center for Continuing Education 1998 Artist in Residence, New York Foundation for the Arts 1997 Artist in Residence, New York Foundation for the Arts Co-curator: «The Collaboration», ABC Gallery, New York 1996 Artist / Educator, Children's Workshop School, New York Artist in Residence Grant, New York Foundation for the Arts 1995 Artist / Educator, P.S. 124 «Studio in a School», New York Co-curator: «Image and Text», Duggal, NY 1993 Selection for Editions Cillart, Paris, in conjunction with Imprimerie Yann Samson, Colombes

Created and implemented developmentally - appropriate curriculum that addressed all learning styles.Maintained daily records of children's individual activities, behaviors, meals and naps.Promoted good behaviors by using the positive reinforcement method.Established a safe play environment for the children.Distributed quarterly educational assessments, similar to report cards, to each parent.Supervised children on field trips to local parks, fire stations and zoos.Encouraged children to be understanding of others.Completed all required documentation for the National Head Start program.Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.Collaborated with colleagues on developing new classroom projects and monthly themes.

Learning and Development professional position in order to demonstrate instructor led and distance learning curriculum development skills, superior communication strength, project management and delivery skills proven by 14 years of successful employment in the learning and development arena.