Sentences with phrase «professional grade programs»

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The University of Arkansas programs begin training graduate students even before school starts by requiring them, if they are receiving financial support from the department, to participate in a 1 - week seminar on organizing presentations, grading, and other professional issues.

Funded by the West Virginia Math Science Partnership program, the Earth / Space Science Passport workshop provides West Virginia science teachers with professional development in Geology, Meterology and Astronomy concepts that will enable them to teach a new mandated ninth grade Earth / Space Science course.

The first session of the Teacher Institute on Science and Sustainability (TISS) will begin this summer, and it will allow selected teachers in grades 3 - 5 to participate in a two - year professional - development program.

The report calls for targeted and intense interventions in program design, assessments, professional development, curriculum, and family engagement to make a difference in third - grade reading levels.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional development.

The Distinguished Achievement Awards are the largest branch of the AEP awards program and recognize the year's best products according to subject area and grade level in the categories of Curriculum, Periodicals, Professional Development, and Supplemental Resources.

For years, the school was struggling with a lack of tech resources and a dearth of professional - development opportunities — until 2005, when the Hartville R - II District implemented the eMINTS program in grades 3 - 8.

Harvard develops a customized version of the SECURe program for grades K - 2 at Children's Aid College Prep Charter school, provides professional development and training, and offers targeted programmatic implementation and evaluation support for The Children's Aid Society.

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.

TeacherQuest is a professional development program and learning community for teachers of all grades and subject areas.

(a) In grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supports.

Examples such as Bring Your Own Device (BYOD), grading reform, AP program overhaul, social media integration, an embedded model of professional growth, and others will be shared and analyzed for impact.

Examples such as Bring Your Own Device (BYOD), creating a makerspace, grading reform, AP program overhaul, social media integration, an embedded model of professional growth, and others will be shared and analyzed for impact.

Canty, whose program placed 68 candidates in 38 schools last spring, says some schools insist on plugging candidates directly into grade - level teams and professional communities, who then decide how and where candidates best fit in to help meet student needs.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

Impact of the Teacher Study Group Professional Development Program on student vocabulary and observed teaching practice: A replication in first - grade classrooms

ASCD's proven track record of delivering top - quality professional programs that are relevant and applicable to a variety of teaching situations makes attending the 2011 Summer Conference a must for educators across various grade levels and disciplines.

Arts in the Classroom (AIC) is a program designed to primarily provide professional development for teachers and administrators of preK - 8th grade schools in the foundations of arts integration as a teaching tool to enhance teaching skills and improve student achievement through the infusion of the arts into the basic curriculum.

Individual subject grades were collapsed into broader categories such as Academic Achievement and Academic Effort.The second evaluation (RealVisions, 2007) examined program delivery, both in terms of professional development for teachers and arts integrated instruction for students; outcomes for teachers and students; and the mechanisms that mediated between program delivery and outcomes.

The Professional Learning Environment (PLE) for grades K - 12 gives teachers instant access to a range of resources for mastering the programs they use every day.

Grounded in practice (fourteen years operating pre-K-12th grade programs), the Center provides publications, professional development, and technical assistance for building high quality programs and effective aftershool educators.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

To better meet these students» needs, schools should promote bilingualism and biliteracy development in grades K - 12, offer professional development to teachers on how to integrate explicit language and literacy instruction aimed at the long - term English language learners in their classrooms, develop specialized programs that differ from those targeting newly arrived students, and offer native language arts programs that focus on developing native language literacy.

In the Literacy Mentors of Distinction Program, Judson Independent School District central office professional staff mentor kindergarten and first and second grade economically disadvantaged students from Title I schools.

Ultimately, the professional development program focused on the current standards in science and mathematics at respective grade levels in order to incorporate seamlessly the educational game into the teachers» current pedagogical practices.

She is currently in her first year as an instructional coach at Idyllwilde Elementary School, a school that is in the Florida Department of Education's turnaround program after having earned two consecutive school grades of «D.» At Idyllwilde, she implemented data - driven and solution - oriented professional learning communities to help her colleagues enhance their instruction.

Cheri was a 22 - year - old African - American woman who was 3 months into her first semester as a professional development school intern in the middle grades program of a central Illinois university.

Later, as the chief academic officer for the Charlotte - Mecklenburg public schools in North Carolina, she implemented initiatives such as intensive reading programs for students in Kindergarten through the third grade; extensive training for teachers instructing English learners and professional development strategies to teach children of poverty.

There she supported over 800 students in grades 7 - 12 as well as designed a personalized professional learning program for all K - 12 teachers.

The program teaches them the professional competencies required for secondary educators who teach grades 5 through 12.

Jennifer Allen is a literacy specialist in grades 3 - 5 for the Waterville, Maine, school district, where she works as a reading coach and leads professional development programs for teachers.

This 1 - year program prepares and certifies trainers to deliver Open Circle professional development for grade - level teachers, specialists and support staff.

Though only four states require and provide funding for a multi-year teacher induction program, some states are also focusing on crafting residencies or induction programs to ensure new teachers» success.53 South Carolina's System for Assisting, Developing, and Evaluating Professional Teaching requires that before the beginning of the school year, all new teachers be assigned mentors for at least one year.54 The mentors are selected and matched to mentees on the basis of effectiveness; knowledge of new teacher professional development and effective adult learning strategies; and similar experience, certifications, and grade level Professional Teaching requires that before the beginning of the school year, all new teachers be assigned mentors for at least one year.54 The mentors are selected and matched to mentees on the basis of effectiveness; knowledge of new teacher professional development and effective adult learning strategies; and similar experience, certifications, and grade level professional development and effective adult learning strategies; and similar experience, certifications, and grade level assignments.

Taking Steps Toward PK - 3 Success offers National Education Association (NEA) affiliates specific advice on state and district policies addressing class size, supporting full - day Prekindergarten and Kindergarten programs, promoting high quality teachers, targeting professional development to improve PreK - 3rd practice, clarifying the role of para-educators (especially in support of bilingual and bicultural children), and providing for adequate planning time for teachers within grades and between grades to develop integrated and coherent programs and practices throughout the age span (alignment).

CLASS can be an important part of professional development efforts to create high quality learning experiences for children in PreK - 3rd programs by providing a common metric for documenting what goes on in classrooms from grade to grade.

Dr. Elias's other books include Social Decision Making Skills: A Curriculum Guide for the Elementary Grades (Author), Problem Solving / Decision Making for Social and Academic Success: A School - Based Approach (National Education Association Professional Library), Building Social Problem Solving Skills: Guidelines from a School - Based Program (Jossey - Bass), Social Decision Making and Life Skills Development: Guidelines for Middle School Educators (Aspen), Promoting Student Success Through Group Intervention (Haworth), and Social Problem Solving Interventions in the Schools (Guilford).

She creates programs of professional development and coaching, among other initiatives that strengthen the teaching of reading and writing from kindergarten through third grade.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Boston Educational Development Foundation; Boston, MA $ 150,000 over one year to create and disseminate materials to publicize their preschool through second - grade program model by highlighting instructional practices, professional development, and assessment systems to improve early childhood programs, locally, and nationally through successful replication.

Twenty - three third - through fifth - grade general education and special education teachers completed a yearlong online teacher professional development program focused on improving MKT, instructional practices for all learners (particularly those with disabilities), and practitioner inquiry.

I would like to start a professional development program in our district that provides an opportunity for teachers who teach similar subject / grade level time to collaborate.

Safe and Ethical Use of Computers School Choice, Interdistrict Public School Climate Survey School Ethics Commission School Facilities School Finance School Forms School Improvement Panel (ScIP) School Performance Reports School Preparedness and Emergency Planning School Safety and Security School Start Time «School Violence Awareness Week» in Accordance with Public Law 2001, Chapter 298, Guidelines for Public Schools and Approved Schools to Observe Schools, NJ Directory Science Self - Assessment for HIB grade Senate Youth Program (U.S.) Single Audit Summary Social and Emotional Learning Social Studies Spanish Portal Special Education Standards (Student Learning / Academic) State Aid Summaries State Board of Education State Board of Examiners State Special Education Advisory Council Structured Learning Experiences (SLE) Student Assistance Coordinator (SAC) Student - Athlete Cardiac Assessment professional development module Student - Athlete Safety Act Webinar Student Behavior Student Health Student Health Forms Student Health Survey, New Jersey Student Support Services Suicide Prevention Summary of Gifted and Talented Requirements

Professional development programs should provide opportunities for teachers to work together to understand the full spectrum of writing development across grades and across subject areas.

Headed by literacy expert and author Irene Fountas, the center is a national leader in literacy research, professional development, and school programs for grades PreK — 8.

We've built our Courseware and Assessment programs using tech - professional - friendly RESTful API so that you can easily integrate student, teacher, class / section, and course data from your SIS in order to sync grades and see student outcomes across programs.

But the new principal, Anissa Brown Dennis, expanded collaboration and professional development for teachers, implemented an aligned reading and math curriculum from pre-K through third grade, and offered summer learning and after - school programs for struggling students.

This professional development program is designed for grades 4 - 6 elementary teachers, 7 - 12 content classroom teachers, and educators who provide support to struggling readers.

This academically challenging instructional program, accompanied by ongoing and intensive professional development and mentoring of teachers, dramatically improves student performance at all grade levels in reading, writing, and language arts.

The district created an Early Success Performance Plan for the pre-K-3 grades that included aligned reading, writing, and math curriculum; ongoing district - designed diagnostic and formative assessments at each age / grade level; extensive professional development for teachers; a prioritized focus on full - day kindergarten and smaller class size for the district's most at - risk students; and both summer advancement and after - school programs for struggling elementary students.

The 2011 - 12 methodology unfairly penalized some teachers and rewarded others, in my professional opinion, and the ratings were only assigned to the 15 percent of educators teaching either English Language Arts or mathematics in grades four through eight — scarcely a representative subset of the teachers prepared in any of the dozen programs.