Sentences with phrase «professional development model supported»

The Transfer School Institute (TSI) is a multi-year professional development model supported by the NYCDOE Office of Postsecondary Readiness to build the capacity of transfer school principals and teachers in order to help some of the city's most vulnerable students build the academic behaviors and skills needed for postsecondary success.

Not exact matches

Second, it supports the development of quality skills and environments using coaching, modelling, mentoring and continuous professional development of practitioners working with children aged 0 - 6 and their parents.

According to Early, further study will help to understand the range of supports for teachers and coaches that would maximize the benefits of these professional development models.

We welcomed our new staff mid-July for summer professional development, and spent three weeks aligning around the vision of RISE and learning the instructional and student support models.

The Parthenon Group market research study found that few other leadership development models provided comprehensive in - field support through mentoring, assessment, community support, job placement, and professional development.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

It grew out of a successful 2012 grant project led by HGSE's Nonie Lesaux and Matthew Miller that aimed to create a new model for engaging and supporting doctoral students in their professional development as educators.

«Rather than following a more traditional professional - development model — where you take teachers out of their school or out of their classroom and «train'them and then send them back without follow - up or support — this is an entirely different process,» said Michael Patron, the headmaster...

Our model provides professional development and support throughout the school year in a consistent manner.

Teacher observation is one model of professional learning that «is key to supporting a new vision for professional development,» explained Stephanie Hirsh, executive director of Learning Forward.

In addition, will New Tech's model work for schools that lack the infrastructure to support systematic professional development around project - based learning and 1:1 computing?

In years two and three, budget for ongoing professional development and support to sustain the model.»

Such models integrate computer and noncomputer instruction in the classroom with extensive professional - development support.

This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers» technology integration efforts.

In this position, Angi supports building - level instructional coaches and math teachers, providing job - embedded professional development, co - teaching / planning, and model lessons.

Facing History's engagement with teachers and schools exists on a continuum, from providing professional development, educational resources and support to individual teachers, to implementing a robust whole - school model, which impacts the culture of the entire school.

Dr. Swanson's insights into how the Edcamp Model meets the needs of educators in their pursuit of personalized learning for professional development is founded in the experience of designing and supporting Edcamps since the very first one in Philadelphia.

She has collaborated closely with the Education Service Center 20 in Texas and the Maricopa County Education Service Agency in Arizona to support multiple districts simultaneously with school design work, career pathway development, and creating role - specific professional learning modules She is leading a project to consider how innovative staffing models can maximize personalized learning in a variety of district, charter, and private schools.

In the planning grant opportunity, teams from across the Commonwealth will be supported for more than a year with coaching, professional development, and a professional learning community to plan their whole - school redesigned or new school models, accompanied by planning grants of up to $ 150,000.

The model assumes that Professional development of school leaders (Support) and Targets and data (Pressure) are both associated, directly and indirectly, with student achievement.183

The Inclusive Practice Partnership Project is designed as a professional development model to support inclusive education that recognizes and promotes the sharing of resources and expertise of schools and teams who have demonstrated successful inclusive practices within the school and community.

In studies that have shown these to be important factors, professional development models were used to support teacher learning.

Learning Sciences International supports states and districts with exclusive implementation and redevelopment services on Dr. Marzano's Causal Evaluation Model including training evaluators with high degrees of observer accuracy and inter-rater reliability and offering the iObservation companion data system for data collection, classroom observation, professional development, feedback to teachers, and final evaluation.

Through professional development, they supported teachers by modeling specific digital activities to support student - learning goals.

Given this, you'd think school districts would do more to support the development of school - to - school, teacher - to - teacher, and principal - to - principal learning rather than the typical top - down professional development model that is far too common in districts across the country.

Presenter: John Foster, NOCTI The NRCCTE is developing two professional development models focused on improving secondary CTE that address: supporting teachers entering the profession through alternative routes and the use of technical assessment data to drive instructional improvement and student achievement.

Districts and Schools — Implement Dr. Marzano's research - based common language / model of instruction with aligned walkthroughs, observations, induction program, professional development and a district / school data hubs to monitor and support the implementation and gather data on teacher effectiveness in every school and classroom.

Educational Service Agencies — Support your districts to implement Dr. Marzano's research - based common language / model of instruction with aligned walkthroughs, observations, professional development (may be provided by ESA) and an ESA data hub to support the implementation in participating disSupport your districts to implement Dr. Marzano's research - based common language / model of instruction with aligned walkthroughs, observations, professional development (may be provided by ESA) and an ESA data hub to support the implementation in participating dissupport the implementation in participating districts.

Chapter 11: Support for New and Experienced Middle Level Principals: A Proposed Model for Professional Development Vicki N. Petzko

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 studeDevelopment 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 studedevelopment, leadership, parental and community involvement, and other components needed for student success.

Schools that partner with LEAP receive professional development support as they build and pilot a personalized learning model to fit their school context, including the integration of an edtech product vetted by a national panel of experts, and then scale key learnings to other classrooms and schools within their network.

The Personalized Learning Manager will have the opportunity to develop and implement support structures and professional development in personalized learning to enable schools and teachers to implement new products and learning models.

Beginning in 2014, Leading Educators worked with Lawrence Public Schools to deliver a series of professional development sessions for Advanced Educators, who serve in model classroom roles, and Master Educators, who provide coaching and support to drive school - wide initiatives.

To this end, we have created a blended professional development model for planning schools in MA PLN, known as the Design Institute, to support them in their design of a plan for their personalized learning school.

The English High School, Boston This project aims to build a school - wide culture of literacy by developing a sustainable model of supplemental literacy instruction, engaging students as co-teachers and co-designers in the development of that model, and creating a professional learning community to support ELA teachers in building literacy communities in their own classrooms.

While pedagogical excellence begins during training, the demands of the public sector are such that the transformation often associated with Montessori professional formation requires an extended period of apprenticeship supported by a professional community that is equipped to induct novices through modeling, collaborative child and lesson study, and ongoing reflection, coaching, and targeted professional development.

Schools that follow the Turning Points model engage in improving learning, teaching, and assessment, building a professional collaborative culture, engaging in data - based inquiry and decision making, and creating structures that support high achievement and personal development.

One of the best things we can do when designing our professional development is to anticipate the struggle, and create some supports to help teams «muddle through» — things such as quality models, videos of strategies in action, or ideally, coaching.

While effective professional development has the potential to support powerful teaching and learning, investing in the careful design and implementation of professional development models that are likely to be effective is essential.

A blended professional learning model supports site - based professional development and builds educators» skills in creating high - quality assessments and lesson plans aligned to the standards.

The U.S. Department of Education should support ongoing research to establish the validity and reliability of comprehensive teacher evaluation programs, further examine the efficacy of value added models of teacher evaluation, and support adequate training and professional development of evaluators to insure fidelity of implementation of evaluation models found to be effective in improving teaching and learning.

Policymakers can support and incentivize these types of evidence - based professional development models by providing more personalized models of professional development that move beyond teachers» «seat time» to models that promote active learning and that take place within teachers» classrooms, considering the context of one's students, classroom, and school.

Local decision makers can support and incentivize these types of evidence - based professional development models by providing more practice - based models of professional development that move beyond teachers» «seat time» to models that promote active learning and take place within teachers» schools, considering the context of their respective students, classrooms, and school site goals.

In this session, leaders discuss how the Marzano Causal Teacher Evaluation Model was developed to assist school leaders to be effective managers of staff: from the initial hire of a new teacher, through mentoring, support, and professional development, to accountability, retention, and promotion.

As a professional development specialist and leader in Miami - Dade County in Florida, she has provided ongoing, on - site support to high - needs schools as part of a job - embedded professional learning model.

In contrast, McCrory's senior education advisor, Eric Guckian, said that when determining whether or not to continue the state's support of NCCAT, the professional development model they wanted to rely on was to take place within the walls of the classroom.

Embedded in the models are resources to support individual growth and development plans, PCLs, professional development, mentoring, and induction.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Through a collaborative professional development model, teachers are supported in planning and delivering effective instruction that promotes thinking and learning.