Sentences with phrase «promote growth in student learning»

Not exact matches

Our mission is to enhance our students» social and emotional learning, encourage responsible decision - making, foster positive growth and development, and promote respectful relationships in school and the community at large.

Professional learning communities (PLCs) or networks (PLNs) are groups of teachers that share and critically interrogate their practices in an ongoing, reflective, collaborative, inclusive, learning - oriented, and growth - promoting way to mutually enhance teacher and student learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006).

By foregrounding the NAPLAN score scale and proficiency bands, NAPLAN would model and promote a growth mindset in assessment, an approach that follows naturally from recognition that learning occurs on a continuum and that a single year level test is inappropriate for most students.

The student needs to be directly involved in each phase of the portfolio development to learn the most from it, and the reflection phase holds the most promise for promoting student growth.

She is always the first to help a student in need, in and out of the classroom, while working tirelessly on instructional strategies that will engage and promote growth with all learning abilities.

Principals themselves agree almost unanimously on the importance of several specific practices, according to one survey, including keeping track of teachers» professional development needs and monitoring teachers» work in the classroom (83 percent).32 Whether they call it formal evaluation, classroom visits or learning walks, principals intent on promoting growth in both students and adults spend time in classrooms (or ensure that someone who's qualified does), observing and commenting on what's working well and what is not.

Learn how to shift your focus and promote student growth in this interactive session.

Creating the Conditions for Student Learning The Oakland district promotes SEL practices in three main categories to create conditions for growth and learning across all five SEL competencies while using culturally responsive teaching strategies to create harmonious, interdependent, collaborative claLearning The Oakland district promotes SEL practices in three main categories to create conditions for growth and learning across all five SEL competencies while using culturally responsive teaching strategies to create harmonious, interdependent, collaborative clalearning across all five SEL competencies while using culturally responsive teaching strategies to create harmonious, interdependent, collaborative classrooms.

Building the capacity of both teachers and families promotes overall student growth by creating stronger learning environments in the classroom and at home.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

Therefore, school leaders should set clear objectives and work to fit individual educator goals into alignment with overall school goals.64 By promoting individualized, targeted, and consistent professional learning for teachers, school districts, schools, and school leaders can promote positive school environments in which student and teacher growth are prioritized.

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

Strengthen your commitment to educational equity Become an educational advocate Promote learning and growth for students of color Help guide research in Neuroscience Create an inclusive learning environment

In addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iIn addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin promoting student learning» student learning» (p. i).

-- Dr. Joseph Renzulli A White Paper by Drs. Joseph Renzulli and Sally Reis outlines the role of differentiation in promoting student growth and how the Renzulli Learning System helps students pursue their interests and leverage their talents.»

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

NJASL offers professional development resources that focus on leadership, curriculum, evaluation and advocacy tools that can help you discover ways to define and apply standards that promote excellence in professional growth and inspire student learning.

JOB DUTIES: Interact and help customers in - store Product knowledge Assisting with previous and new accounts Team Management REQUIREMENTS: Competitive Edge Big Personality Goal Oriented Great People Skills Multitasking Abilities Student Mentality Associates Degree, Bachelors Preferred Must Be Career Driven Full Time Required Qualifications: Strong verbal communication skills Willing to talk to new people and engage customers in conversation Positive, persuasive personality Detail oriented Eager and willing to learn Entrepreneurial spirit What we offer: Best in the business paid training program Competitive hourly pay Monthly incentives and bonuses A dynamic team environment The opportunity for growth; we promote from within!!!

Seven Hills Students» Foundation, Salem, NH May 2013 to Present Residence Director • Establish and maintain a strong community with the student hall through provision of personal and academic services • Supervise students to ensure that they are following hall policies and regulations appropriately • Handle daily operations of the hall such as staff scheduling, opening and closing and distribution and collection of keys • Promote students» personal growth, academic excellence and civic responsibility by constantly encouraging them providing them with opportunities to excel • Educate students about the foundation's code of conduct and facilitate community standards • Supervise and develop assistant resident directors and residents assistants to ensure proper delivery of care • Plan and implement in - hall activities for students to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invStudents» Foundation, Salem, NH May 2013 to Present Residence Director • Establish and maintain a strong community with the student hall through provision of personal and academic services • Supervise students to ensure that they are following hall policies and regulations appropriately • Handle daily operations of the hall such as staff scheduling, opening and closing and distribution and collection of keys • Promote students» personal growth, academic excellence and civic responsibility by constantly encouraging them providing them with opportunities to excel • Educate students about the foundation's code of conduct and facilitate community standards • Supervise and develop assistant resident directors and residents assistants to ensure proper delivery of care • Plan and implement in - hall activities for students to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents to ensure that they are following hall policies and regulations appropriately • Handle daily operations of the hall such as staff scheduling, opening and closing and distribution and collection of keys • Promote students» personal growth, academic excellence and civic responsibility by constantly encouraging them providing them with opportunities to excel • Educate students about the foundation's code of conduct and facilitate community standards • Supervise and develop assistant resident directors and residents assistants to ensure proper delivery of care • Plan and implement in - hall activities for students to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents» personal growth, academic excellence and civic responsibility by constantly encouraging them providing them with opportunities to excel • Educate students about the foundation's code of conduct and facilitate community standards • Supervise and develop assistant resident directors and residents assistants to ensure proper delivery of care • Plan and implement in - hall activities for students to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents about the foundation's code of conduct and facilitate community standards • Supervise and develop assistant resident directors and residents assistants to ensure proper delivery of care • Plan and implement in - hall activities for students to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents to ensure that they keep out of mischief • Serve as a point of contact for counseling services and problems that students may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents may find hard to handle themselves • Use students» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key invstudents» needs assessments and program evaluation strategies to create vital and engaging learning communities • Handle facility budgets and coordinate procurement of supplies and equipment • Supervise building security and maintenance and handle all key inventories

Practitioners in this field work to understand and treat students with learning disabilities; to foster the intellectual growth of gifted students; to facilitate prosocial behaviors in adolescents; and otherwise to promote safe, supportive, and effective learning environments.