Sentences with phrase «promoting teacher success»

Building a professional community beyond the school increases confidence and promotes teacher success.

Not exact matches

Many schools that are hiring new teachers are leveraging the power of Google Apps for Education to promote the success of students.

Just as Americans support tying teacher pay to student performance on standardized tests, so too do they want students» eligibility to be promoted from one grade to the next and to graduate from high school to depend on demonstrated success on tests.

However, promoting positive expectations broadly among teachers of all subjects and grades can provide critical support for student success at any age.

The Varkey Foundation's Global Teacher Prize was set up to recognise exceptional educators, share stories of success, and promote the teaching profession.

Teacher buy - in, and ultimately the success of educators to support their curriculum and teaching with technology, rests with district leaders who must meet teachers where they are and not promote some idealized version of what 1:1 really looks like.

It allows teachers and parents to hold honest and open conversation as true partners, and promotes positive problem solving that has a real shot at success.

Such councils should focus on promoting student success through the P - 16 pipeline, and improving the quality, quantity, and diversity of teachers, Jan Kettlewell writes.

These requirements reflect what research and practice demonstrate are central to implementing effective teacher - child relationships and learning experiences that promote children's growth and later school success, [115116117118119] and retain long - held Head Start philosophies that research continues to support.

The need has never been greater for well - designed mathematics instruction that promotes confidence in teachers and guides students to success.

Parent - teacher conferences are key to boosting students» academic success, and have long been the primary tool that schools use to promote school - family engagement.

Unfortunately, the apps did not usually provide a way to adjust the speed, so the teachers had to think of an adaptation to ease their students» frustrations and promote success.

While conducting technology - enhanced instruction, teachers should monitor students» responses to determine whether the instructional activity is effective and to make in - the - moment, as well as post-instructional decisions for future lessons, to adjust instruction to promote student success (Kennedy & Deshler, 2010; King - Sears & Evmenova, 2007).

Ensuring Success What can principals do to allay teacher fears, evaluate all teachers fairly and effectively, keep their school on track, maintain a positive climate, promote a plan for consistent student growth, and keep their own sanity?

Since the fit between the apps and the students» needs, abilities, and instructional goals was not always just right, the preservice teachers made in - the - moment decisions that tapped various dimensions of TPACK to promote student success.

We have lots of tools and resources to help with the creation and implementation of Tier I PBIS classroom and schoolwide behavior plans that promote student success, as well as resources to support RTI Tier II / III interventions through a school wide system that supports individual classroom students and teachers.

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

We focus on establishing a school environment that promotes student learning and success; a full and rich curriculum; and the ongoing training and professional development of high performing administrators and teachers.

Capitalizing on their experiences and those of other educational leaders, authors Pam Robbins and Harvey Alvy offer practical information, research - based strategies, and provocative stories to help principals develop into visionary leaders skilled in promoting the success of students and teachers.

We use the interview notes to determine what teacher techniques and interventions are promoting success.

CEPA researchers examines a wide range of issues, including how to best measure student success, what factors predict and promote student success, and how different types of teacher instruction, school programs, and education policies can improve student achievement.

Collaboration among general education and special education teachers promotes academic and social success for their students (McLaren et al., 2007; Thousand & Villa, 2000).

However teachers hear all the time that they have to make due with less because there isn't enough money for what we know we need to promote success for our students.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Harvey Silver, Richard Strong, and Matthew Perini have collaborated on a number of recent best sellers in education including So Each May Learn: Integrating Learning Styles and Multiple Intelligences and Teaching What Matters Most: Standards and Strategies for Raising Student Achievement, both published by ASCD; Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7 — 12 for Corwin Press; and Thoughtful Education Press's Tools for Promoting Active, In - Depth Learning, which won a Teachers» Choice Award in 2004.

Summary: This spotlight provides several articles on parent and community engagement including how these relationships can benefit ELL students, how stakeholders can help shape ESSA plans, and how teachers and parents can work together to promote student success.

Not surprisingly, a positive school climate also promotes teacher retention, which itself enhances student success (Center for Social and Emotional Education, 2007; Cohen, McCabe, Michelli, & Pickeral, in press; Zins, Weissberg, Wang, & Walberg, 2004).

They understand that, for teacher and student alike, fear, vulnerability, and anxiety are the enemies of learning success, while a sense of self - efficacy, confidence, and accomplishment promote ongoing academic success.

In this spirit, one key role of school leadership is to provide ongoing opportunities for teachers to develop their assessment literacy so they can better meet diverse individual student needs, promote student growth, and experience invigorating professional success.

In a self - paced learning environment the emphasis is on individual success, were teachers can invest more time in promoting student achievement.

WUFT features the Lastinger Center's contribution to research on encouraging school districts nationwide to adopt teacher coaching to promote student success in the classroom.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Over the next eight Sundays, the series will spotlight challenges to the way teachers are trained, evaluated, paid, promoted and dismissed — and how all of it comes to bear on student success.

Congress recognized that investing in educators» professional capacity is a critical strategy for promoting student success, so it re-confirmed the federal commitment to helping teachers and school leaders better meet their students» needs.

Teaching Matters believes such engagement will promote the best teacher effectiveness policies and practices, and that the quality of teaching is the single most important school - related factor contributing to student success.

Green Dot Public Schools, a unionized charter school network of 21 schools based in California, offers a powerful example of how having strong systems for teacher voice can promote organizational strength and student success.

Effective and caring teachers not only promote academic success, they also build relationships, trust, and a sense of community in their classrooms.

«Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.»

She facilitates professional development for K - 12 teachers on classroom strategies that promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that promote autonomy, positive well - being, and resiliency.

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).

W e know a great deal about what schools and teachers can do to promote reading success in the elementary grades.

The hands - on learning board and 200 full - color activity cards in the LOGiCO system provide hours of independent, self - correcting practice in - Reading Math Science Social Studies Visual Discrimination Benefits of LOGiCO: Offers differentiated practice at three different, color - coded levels of difficulty Promotes learning independence, enthusiasm, and self - confidence Builds skills and conceptual knowledge required for success in school LOGiCO Classroom Package Includes 200 Activity Cards, 6 LOGiCO Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and Teacher's Notes.

Being involved in your child's education — like attending parent - teacher conferences — can promote academic and social success for your child at all grade levels.

This edition of Everybody's Kids, Engaging in Collaborative Action Research to Promote EL Success, focuses on methods and models of collaboration through which collaborative teacher inquiry drives decision - making and instructional planning for ELs.

For teacher and student alike, fear, vulnerability, and anxiety are the enemies of learning success, while a sense of self - efficacy, confidence, and accomplishment promote ongoing academic and professional success.

Going beyond relationships though, this workshop will dive even further into how to apply best practices as an administrator to promote increased student achievement and teacher success in your schools.

Promoting high academic expectations for students starts with the teacher believing in student success.

Up from underachievement: how teachers, students, and parents can work together to promote student success.

EMERGING School Library leaders act as agents of improvement to promote some of the learners» academic and / or professional success and well - being through an inquiry - based approach, utilizing a variety of instructional strategies to meet a diverse learning population; however, in isolation from most other teachers.

INEFFECTIVE School Library leaders do not promote academic and / or professional success and well - being because their program is devoid of any inquiry - based approach and in isolation from other teachers and curricula.