Sentences with phrase «professional learning opportunities need»

In order to meet the first two department goals, professional learning opportunities need to be provided to both community partners and school staff responsible for supporting partnerships.

If teaching is to improve, professional learning opportunities need to be more consistent, in - depth and coherent.

Significant time and energy are spent ensuring all classrooms have highly qualified teachers, who also have the ongoing support and professional learning opportunities they need to support great student learning.

Not exact matches

In recent years, however, as the true nature of students» and postdocs» future opportunities has become too obvious to ignore, the disparity between what young scientists learn on campus and what they need to know in order to build their own professional futures has also become obvious enough to cause «widespread criticism and calls for reform,» the report says.

• Attend a Yoga Alliance Registered School with internationally recognized teaching professionals • Learn simple strategies to discover your true gift • Experience a combination of Western Science with Eastern Wisdom for the Modern Yogi • Transform a vision into a mission • Have fun and be connected with wonderful people • Learn to teach asanas (postures) with ultimate balance between the physical and the spiritual • Learn to teach modified versions of asanas (postures) with the help of props • Discover relevant and in depth mechanics of human anatomical systems supported by a dynamic multi-media presentation, worksheets and practical demonstrations • Learn a unique flow style of yoga, suitable for all levels; not just the physically fit and advanced • Master completely safe, injury preventative teaching instructions • Learn extremely precise and detailed teaching linguistics • Learn how to create simple yet complex yoga flows to guide those with different needs and abilities • Get ample opportunity for practicing teaching skills in front of live students and apply the skills learned in our teacher training in your practica with the help of an experienced, professional mentor.

This means principals need rigorous professional development and opportunities for deeper learning, too.

How to Manage Your District's Learning Opportunities School districts need to be able to provide and manage consistent professional learning opportunities that are scalable, platform - independent (Web - based), and that allow for interface with their district's data warehouse and other Learning Opportunities School districts need to be able to provide and manage consistent professional learning opportunities that are scalable, platform - independent (Web - based), and that allow for interface with their district's data warehouse and other learning opportunities that are scalable, platform - independent (Web - based), and that allow for interface with their district's data warehouse and other systems.

Because of this, parents who want their child to enjoy the benefits and stimulation of outdoor activities, but who lack the time and expertise to provide safe supervision, could be well advised to look at entrusting their children to the care of professionals, so that their young ones get the opportunity they need to learn outdoors in safety.

However, for teachers to engage in deep, sustained professional learning experiences of this kind, they need mechanisms to de-privatise their practice and opportunities for sustained collaboration within the contexts of their everyday work.

«From learning the language of security to behavioral basics and changing standards, professionals of every trade need an opportunity to get acquainted with cybersecurity, and then stay up to date as the world grows more connected, complex, and capable of devastating hacks, scams, and breaches».

One was to identify aspects of teaching that needed strengthening across the school, such as student engagement in learning, and plan appropriate professional learning opportunities to meet that need.

Professional learning must be differentiated, and teachers need opportunities to document and share projects, activities, and events.

«Early education leaders need many more high - quality professional learning opportunities,» said Stephanie Jones, professor of education at the Harvard Graduate School of Education and co-director of The Saul Zaentz Early Education Initiative.

-- 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 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 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 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?

Professional Learning @ NTN is a personalized system of learning opportunities that is designed to meet the varying needs of adult learners across our Learning @ NTN is a personalized system of learning opportunities that is designed to meet the varying needs of adult learners across our learning opportunities that is designed to meet the varying needs of adult learners across our network.

A state's capacity to organize and offer highquality, ongoing professional development, through an academy or institute that can serve a range of needs, appears to help sustain learning opportunities for leaders in districts large and small.

how the school districts or BOCES provide all teachers they employ substantial professional development opportunities directly related to student learning needs as identified in the school district or BOCES report card and other sources as determined by the school district or BOCES.

Each eLearning activity gives them a better understanding of the topic, and gives eLearning professionals the opportunity to pinpoint the individual's learning style and needs.

Professional learning opportunities are essential to keeping great teachers in the classroom and helping them use data effectively: to identify what their students have mastered, where they need help, and what kinds of help they need.»

Educators also need high - quality professional learning opportunities beyond «being trained» in an evaluation model.

Teachers and administrators will be provided with specific substantive feedback that is accompanied by targeted professional learning opportunities to improve in needed areas.

Education reform is an opportunity for professionals in gifted education to recognize what works, what does not work, where «hitchhiking» on the ideas of others is wise, and to understand the changes that are needed to assure excellence in learning and character development.

The recommendations called for revamped teacher preparation programs, higher standards for teacher licensure and certification, greater time for professional development, and targeted professional learning opportunities to address teacher 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.

Due to the increasing need for personalized professional learning (and decreasing budgets) in our educational world, it is advantageous to provide customized learning opportunities for teachers and administrators, such as blended coaching, that empowers educators to own their own learning.

Teachers need professional development opportunities to learn how to scaffold rigorous global investigations while enhancing content knowledge.

Uniquely Gifted This site is devoted to providing resources and meeting the needs of twice - exceptional students — those with special needs such as learning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportLearning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning, and advocates for policies to protect and strengthen educational rights and opportunities.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Supporting initiatives, like those led by the National Board of Professional Teaching Standards, will equip educators with the training they need to deliver high - quality learning opportunities for all students,» said La June Montgomery Tabron, WKKF president and CEO.

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.

Educators can quickly find and focus a professional learning opportunity based on the growth and needs of each student.

The key goals of the Teach Strong campaign include designing professional learning to address student and teacher needs and creating career pathways that give teachers opportunities to lead and grow professionally.

CEA does this by conducting research and spreading useful ideas through its Education Canada Magazine, professional learning events, website and social media channels; supporting education systems to be more adaptive to the rapidly changing needs of all learners to reverse the trends of students «tuning out» of their learning opportunities.

12.1 Can identify their own learning needs and professional development goals, and uses these to create a long term plan for professional learning 12.2 Engages in a range of different formal and informal professional learning opportunities to ensure they maintain an up - to - date professional knowledge 12.3 Proactively seeks out appropriate professional learning opportunities and evaluates professional learning opportunities to determine quality and suitability 12.4 Understands effective methods for engaging in, and evaluating professional learning, both for individuals and when working with colleagues 12.5 Is open to questioning and challenging their own practice, values and beliefs in light of new evidence and expert input.

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.

«Leaders in education need to have a strong focus on providing suitable opportunities for the professional development of staff at all levels in order to nurture confident and creative teaching and learning.»

«The professional development opportunities provided through this program over the last 15 years have been critical to the commonwealth's efforts to equip teachers with the knowledge and skills they need to prepare their students to meet Virginia's high expectations for learning and achievement in mathematics and science,» said Superintendent of Public Instruction Steven R. Staples.

In response to the growing need for data - literate teachers and education leaders, TERC is pleased to offer an online opportunity for educators to learn about Using Data for Meaningful Classroom Change via our virtual professional development venue.

But it is essential that states and districts also focus on what principals identify as their learning needs and use that information, along with the growing awareness of new models, to support principal learning throughout their career span and to develop authentic, relevant, and high - impact professional learning opportunities.

In addition to differentiated teacher roles and responsibilities and new opportunities for teacher leadership, Hunt advocates for increased teacher voice and flexibility in determining professional learning tailored to self - identified needs.

Colleges of education faculty are in need of professional development opportunities to learn how to effectively integrate relevant technology use into their curriculum strategies and content standards (Office of Technology Assessment, 1995; O'Bannon, Matthew, & Thomas, 1998; Parker, 1997; Sprague, Kopfman, & Dorsey, 1998; Zachariades & Roberts, 1995).

Regularly scheduled seminars and participation in online learning communities can provide the opportunities teachers need for rich networking, professional dialogue and reflection.

The professional learning opportunities build the skills and understanding needed to consult, coach and support colleagues.

The focus of this paper is on two broad categories largely under the control of individual districts and schools — opportunities for ongoing professional learning, feedback and collaboration, and opportunities for differentiated teacher roles and leadership that facilitate career advancement and address teacher and student needs.

They work with educators across the state to foster and facilitate high - quality professional learning opportunities to support the needs of North Carolina's public school education professionals.

While I am in complete agreement that teachers need continual opportunities for professional learning, I find we are overlooking one important group of educators in our PD plans.

To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target professional learning to individual teachers» needs.61 When professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these systems can become essential components of evaluation systems that support teacher growth.62

By creating opportunities for accomplished teachers to foster and support personalized professional learning that fits the needs of teachers and schools, districts can leverage the knowledge and expertise of their best teachers, which is currently underutilized in the creation of professional learning.48 Schools and districts can simultaneously create robust career pathways for excellent teachers and provide professional learning opportunities tailored to individual teacher needs.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

Knowledge of how to connect professional learning opportunities to the specific needs of teachers and their students