Sentences with phrase «professional learning program focused»

This course is a foundation level professional learning program focussed on developing teachers» expertise in using and interpreting different types of data in a school context.

Not exact matches

The Master Educator Program (MEP) offers financial support to successful applicants (ASPB members) to participate in focused, substantive, and practical professional development with the aim of developing undergraduate plant biology instructional materials for an active learning classroom.

Interactive Learning is based upon the Learning - Focused professional - development program, which teachers at Cochrane first began using in the 2007 - 08 school year.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diProgram through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diprogram director.

GCI Executive Director John Campbell said GCI is delighted to be extending its partnership with QELI to enable easier access for Queensland educators to the GCI coaching - focused professional learning programs.

Research on professional development for teachers has shifted in the last decade from delivering and evaluating professional - development programs to focusing more on authentic teacher learning and the conditions that support it (Webster - Wright, 2009).

The author argues for the need to shift discourse and focus from delivering and evaluating professional - development programs to understanding and supporting authentic professional learning.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

This article focuses on traditional «educational» online learning programs — such as university - level online courses or online teacher professional development programs — versus short - courses or informal training or corporate - level training.

«Overall, the whole kit bag of aligning staff performance plans with the annual implementation plan, [and] the professional learning program gives a strong focus to our work,» Rice tells Teacher.

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.

We support educators with subject - focused training, Common Core State Standards strategies, and tailored professional development programs to meet ever - increasing learning demands for any educational organization.

They designed districtwide in - service programs for principals, focused specifically on new curriculum initiatives (e.g., revision of the elementary mathematics program) or school - improvement initiatives (e.g., developing a professional learning communities effort, extending to all schools).

Also, the focus of the professional development program was to assist teachers in using digital primary sources to help students learn.

She has worked as Program Officer with Washington STEM, and prior to that spent over seven year in online and blended learning in both the non-profit and public sectors, focused on professional development of teachers and the modification of state policy pertaining to alternative and online learning with the Digital Learning Commons and Office of Superintendent of Public Instlearning in both the non-profit and public sectors, focused on professional development of teachers and the modification of state policy pertaining to alternative and online learning with the Digital Learning Commons and Office of Superintendent of Public Instlearning with the Digital Learning Commons and Office of Superintendent of Public InstLearning Commons and Office of Superintendent of Public Instruction.

CTAC's Principal Readiness and Effectiveness Program (PREP) supports and grows school leaders to ensure leadership success and sustainability by focusing on student learning and professional growth.

This may include residency programs; focused academies; professional learning communities (PLCs); webinars; online courses; regional workshops; and action research.

This part of the policy emphasizes both programs and professional development focused on enhancing the use of technology within the teaching and learning process through initiatives like blended or personalized learning.

Programs such as the ASCD Activate Professional Learning Network, ASCD Professional Learning Services, PD Online ®, PD In Focus ®, ASCD myTeachSource ®, and ASCD Streaming speak to the organization's promise to deliver vital content in innovative, flexible ways to today's educators.

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

BloomBoard, the leading educator - focused professional development platform, and Columbus Municipal School District, have partnered to provide the district's more than 300 educators with BloomBoard's integrated competency - based professional learning program, supported by micro-credentials.

Focus on developing the skill of integrating adult learning theory and current research - based best practices into professional development program planning.

Beginning in spring 2016 and continuing through the 2016 — 2017 school year, Catapult Learning partnered with Saint Joseph Catholic School to implement Focus on Achievement, an integrated program of formative assessments, professional development, and print and online teacher resources that helped teachers identify challenges and make instructional improvements to increase student achievement.

Kendra recently graduated from the Masters of Educational Technology program at UBC with a focus on professional learning filtered through the lens of UDL.

Schools and school systems will need a laser - like focus on building the capacity of teachers through strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and teacher evaluation programs linked to student achievement outcomes.

BloomBoard, the leading educator - focused professional development platform, and Columbus Municipal School District, have partnered to provide the district's more than 300 educators with BloomBoard's integrated competency - based professional learning program, supported...

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.

(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.

Jay Blackman, Director of Educational Technology, Tri-Creek School Corporation, IN Jay Blackman's focus to keep instructional programs and practices at the forefront of discussions and the delivery of adequate professional support for teachers, parents, and students contributed to the seamless launch of district's 1:1 initiative that enables a more collaborative learning environment and further supports the school's partnership with the New Tech Network.

In MPS, the Turnaround Arts effort will focus on three key areas: additional professional development for arts educators and arts integration education; integration of the five arts disciplines — visual arts, music, dance, theater and media arts — within all content area classrooms; and working with the district's arts partners to provide both in - school and after - school enrichment programs to foster student engagement in learning and incorporating the arts into academic supports.

Peter Stover ATLAS Program Coordinator, Arts Integration Specialist [email protected] 773.553.6148 Coordinates a professional learning program for lead arts teachers at the district's Fine and Performing Arts Magnet Cluster Program and develops and implements PD that focuses on arts integration with SEL and Core Content learning disciplines for the diProgram Coordinator, Arts Integration Specialist [email protected] 773.553.6148 Coordinates a professional learning program for lead arts teachers at the district's Fine and Performing Arts Magnet Cluster Program and develops and implements PD that focuses on arts integration with SEL and Core Content learning disciplines for the diprogram for lead arts teachers at the district's Fine and Performing Arts Magnet Cluster Program and develops and implements PD that focuses on arts integration with SEL and Core Content learning disciplines for the diProgram and develops and implements PD that focuses on arts integration with SEL and Core Content learning disciplines for the district.

2 Title IV, Part F, Subpart 2 — Community Support for School Success Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and communities.

Custom professional development programs for educators and group facilitators focused on experiential, brain - based approaches to increasing engagement and building a positive and supportive learning community

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

This webinar will focus on the key competencies of effective mentor principals and coaches, and how to create the standards - based program components and professional learning required for mentor principals and coaches to develop high - potential aspiring leaders.

Promethean, in partnership with the University of Florida Lastinger Center for Learning, has developed the Colorado Turnaround School Program, a dynamic professional development experience that combines the best of educator - focused professional learning and innovative educational technology Learning, has developed the Colorado Turnaround School Program, a dynamic professional development experience that combines the best of educator - focused professional learning and innovative educational technology learning and innovative educational technology systems.

NWP's College, Career, and Community Writers Program (C3WP) provides professional development focused on the teaching and learning of writing arguments to improve student achievement in writing and to prepare youth for college, career, and community engagement.

Built from the company's Literacy First Framework, a three - year professional development program proven to create a school culture of learning and achievement, the Core Instructional Model professional development focuses on consistency and coherence across a school and district for leaders, teachers, and students.

A competency - based professional learning program from JP Associates that teaches educators explicit, evidence - based instructional strategies that enable them to reach all students with a specific focus on struggling students.

In 2015, following the publication of Leading Pre-K — 3 Learning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - apprLearning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - apprlearning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - apprlearning experience focused on mastering effective instructional leadership practices that are developmentally - appropriate.

Once learning goals, instructional skills and needs are identified leaders can begin to develop a strategic, long - term program of professional development focused on continuous learning and systematic change.

Age appropriate and inquiry / project - based learning methods; dual enrollment classes; focused tutoring to less prepared students; increased learning opportunities; relevant professional development opportunities; faculty leadership opportunities; community outreach; small school environment; surveys each year (parent, student, faculty); striving for academic excellence; Charter Counts character education program implemented; teaching critical thinking skills.

In doing so, she gained valuable feedback from other teachers, modeled her own professional thinking and learning process to neophyte teacher researchers, and directly impacted student learning through her focus on improving the after school reading intervention program.

Maintaining the focus on teaching and learning, the Australian Professional Standard for Principals aims to provide the basis for the development of future leaders and inform focused professional development, as is seen in the New South Wales Primary Principal Association Principal CredentProfessional Standard for Principals aims to provide the basis for the development of future leaders and inform focused professional development, as is seen in the New South Wales Primary Principal Association Principal Credentprofessional development, as is seen in the New South Wales Primary Principal Association Principal Credential program.

Physicians are naturally bright professionals as I have seen them learning technology and even programming even though that is not their core focus.

Building on lessons learned throughout my professional and academic history, from a focus in world literature (I was named the 2009 Outstanding Graduate in English and Comparative Literature at San Diego State University), to high - level Technical support for global teams at Apple in Cupertino, to my experiences filming, writing about, and sharing our world as a travel blogger with «The Radical Dreamer», I'm currently studying to build transformative game experiences at one of the United Kingdom's top universities for digital humanities with the MA Independent Games and Playable Experience Design program at Goldsmiths, University of London.

She is the Founder and Executive Director of Educating Abroad an organization focused in promoting professional development in Latin America where she annually designs a Boston based program for international attorneys, students and academia interested in learning about the United States Legal System.

At Brightwood College, we offer accelerated programs that combine flexible schedules and professional instruction to create a rewarding learning experience focused on helping you gain skills for your chosen career.

Explore Career Options □ Identify skills needed in various career paths using FOCUS 2 □ Conduct informational interviews and shadow established professionals □ Explore alumni career paths, considering a range of professional options Prepare for Graduate School □ Attend graduate school programming and learn about the graduate school admission process • Prepare for graduate and professional school application • Take practice admissions tests • Identify potential graduate programs and admission criteria • Contact alumni currently enrolled in or have recently graduated from graduate programs of interest • Develop an effective graduate school essay • Complete required admissions tests

CORPORATE TRAINING * VIRTUAL & DISTANCE LEARNING * MANAGEMENT * LCMS CONTENT DEVELOPMENT * PROJECT MANAGEMENT * Highly qualified professional offering an impressive 15 - year background in the leadership, direction and management of powerful training programs and training center operations, with a particular focus in virtual learning, distance education, and technology in edLEARNING * MANAGEMENT * LCMS CONTENT DEVELOPMENT * PROJECT MANAGEMENT * Highly qualified professional offering an impressive 15 - year background in the leadership, direction and management of powerful training programs and training center operations, with a particular focus in virtual learning, distance education, and technology in edlearning, distance education, and technology in education.