Sentences with phrase «provide high quality professional learning»

This powerful partnership builds on the long - standing work of CSA to provide high quality professional learning to its members and demonstrates CSA's interest in innovative approaches.

ReVISION Learning is highly sought after for its leadership in providing the highest quality professional learning opportunities for teacher, administrators, and district personnel.

As Chad Vignola, Executive Director of LDC notes, «With over twenty years of experience providing high quality professional learning that truly builds teacher expertise, Inspired Teaching is a valued partner and we are looking forward to an exciting collaboration.»

Not exact matches

These high - quality workshops all meet DONA International's highest professional standards, which means you'll be learning the skills you really need to provide excellent service to every family you support.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

The Programs in Professional Education (PPE) institute, The Leading Edge of Early Childhood Education, is structured to highlight the best of what we currently know about healthy child development and high - quality systems, schools and classrooms of early learning, while also bringing in new thinking from other fields to provide insights that bear on the design of preK improvement and expansion.

Facing this challenge requires providing the current workforce with high - quality professional learning opportunities, something we talk about a great deal at the national level.

However, improved technologies are enabling Cool Australia to provide professional development which incorporates high - quality content and practical learning experiences to teachers around Australia.

These schools, in turn, will provide an initial test case of an operating hypothesis in the personalized learning space: that a high - quality platform and professional development supports surrounding platform implementation could be critical levers to scaling personalized approaches across traditional settings.

School leaders can use the SPTQ to gain a useful overview of the quality of teaching in their school, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching standards.

The International Chamber of Commerce (ICC) has taken the benefits of digital learning platforms and launched The ICC Academy — a professional education initiative with the goal of providing high - quality education to anyone, anywhere in the world.

Education and e-learning professional dedicated to building high - quality e-learning solutions that allow corporations and institutions to provide meaningful learning for today's global workforce and student population.

«The initiative will provide early childhood educators, from teachers to leaders, with high - quality, high - impact professional learning opportunities drawing on evidence from groundbreaking new research.

The Saul Zaentz Professional Learning Academy at the Harvard Graduate School of Education is offering a new Certificate in Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envirLearning Academy at the Harvard Graduate School of Education is offering a new Certificate in Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envirlearning environments.

provide staff ongoing, high - quality, job - embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

, and Math Reads provide high - quality professional learning and mathematics instruction to raise achievement in Grades K — 8 +.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

4) PROFESSIONAL LEARNING: Provide relevant, high - quality professional learning opportunities PROFESSIONAL LEARNING: Provide relevant, high - quality professional learning opportunities for LEARNING: Provide relevant, high - quality professional learning opportunities professional learning opportunities for learning opportunities for members.

With over 30 years of experience connecting research to instruction, Project CRISS provides high quality, practical professional development and support materials for K - 16 teaching and learning.

Aperture Education's team is committed to providing high - quality professional learning opportunities, including half and full day on - site training, professional webinars, on - site and remote technical assistance, and implementation planning.

These «predictive» or «formative» indicators include in - school factors such as strong classroom assessment and professional development for teachers, and out of school factors such as health care, housing, nutrition, and availability of high - quality pre-school; whether educators are using information in a reasonable way to improve teaching, learning and school quality; and whether the state and federal governments are providing positive support in these areas.

CBF provides high - quality professional learning that meets the evolving needs of teachers and schools across the watershed through the Chesapeake Classrooms program.

b) Collaborate with professional associations to provide leaders with high - quality professional learning focused on transformational leadership to ensure successful implementation of the resources, practices, and procedures for personalized learning.

«Scholastic is proud to provide ongoing professional learning opportunities for educators and in collaboration with ASCD, the Literacy Leaders» Institute will combine the best leadership practices with high - quality literacy instruction for an intensive, transformative three days.»

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.

We also offer membership in the Associate Leadership Institute (ALI), providing school and district leaders high quality, hands - on, fully aligned professional development to improve engaged student learning in our state's schools.

For educators unfamiliar with it, the mission of the National Board for Professional Teaching Standards is to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do; provide a national voluntary system certifying teachers who meet these standards; and to advocate for related education reforms that integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers.

They improve preparation by providing teacher candidates with high - quality field experience, and encourage and support continuous learning by the professional teaching staff.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Establish mechanisms for providing high - quality and consistent support — including facilitation and professional development — to all districts in the state in the effective use of data to improve the learning of all students and groups of students, such as students with disabilities?

Establish mechanisms for providing high - quality and consistent support — including facilitation and professional development — to all districts in the state in developing a limited number of focused goals directly related to district - identified needs in the area of instruction and student learning?

For 40 years, Project Learning Tree has provided teachers and other educators with high - quality professional development in environmental education and fun activities that meet current education standards for PreK - 12 students.

The University of Florida's Lastinger Center for Learning works to enhance STEM education by providing high - quality, job - embedded professional development to educators serving high - need schools and culturally diverse student populations.

There are also 21 options available for the use of Title II funds for local - agency activities, such as providing greater access to high - quality professional learning opportunities for staff.

Impactful personalized learning requires: establishing a common vision; providing educators with professional learning opportunities to successfully implement personalized learning techniques and technologies; a qualified teacher to guide and support students; and access to high - quality digital curriculum that supports student learning.

The Hub works with Providence public high schools to provide high school students across the city with high - quality expanded learning opportunities (ELO) that not only garner them credit towards graduation, but provide flexible hands - on learning activities grounded in relevant, real world skills and professional experience.

First - year teachers often feel underprepared when they first enter the classroom, and are less likely than more experienced teachers to report being well prepared to implement state or district curriculum.45 As a result, nearly one in seven new teachers leaves the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest stressors.46 Too often, teachers begin their careers in a sink - or - swim situation, with little to no formal induction or support system and inadequate professional learning.47 By providing new teachers with evidence - based professional learning — including through comprehensive, high - quality induction programs — schools and districts can create a more supportive pathway to success in the classroom.

Principals» and teacher leaders» professional learning should involve opportunities to practice new skills and give immediate, thorough, and data - driven feedback.35 Some school systems have invested in specialized coaching for teacher leaders in developing and delivering high - quality, actionable feedback.36 With the support of professional development providers, such as Teaching Matters in New York City, these districts now recognize teachers who have mastered providing feedback as a component of professional learning with «micro-credentials» or «digital badges.»

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

Microschool networks will provide educators with a common learning model, a shared platform and more frequent and in - time high - quality professional learning experiences.

Accomplished principals will share the latest research and analysis on evidence - based strategies to support the role of principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going professional support for principals, and share key strategies for sustaining high quality professional learning communities for principals and other school leaders.

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.

Effective PreK - 3rd provides: High - quality and unified learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong principal leadership that includes supporting professional development time for teachers to plan for effective coordination across and between grades; and includes families and communities that share accountability with PreK - 3rd schools for children's educational success.

Recognises leadership emerges and develops when a range of opportunities to lead and high - quality professional learning experiences are provided

Throughout his career, Dr. Raby has dedicated many of his efforts to developing frameworks that provide high - quality professional learning for all staff members.

First, the state will develop principal professional learning opportunities focused on implementing teacher evaluations with an emphasis on providing high - quality feedback that improves classroom instruction, as well as developing, implementing, and sustaining distributed leadership models.

PD In Focus ® — The award - winning PD In Focus online application provides educators around the globe with anytime access to high - quality, on - demand professional learning videos that show effective teaching in action.

American Reading Company's team of expert educators are now LDC Certified and prepared to provide high - quality professional learning experiences designed to develop teacher and leader capacity.

An online resource of professional learning opportunities and instructional materials that supports Pennsylvania educators and community organizations as they strive to provide equitable, high quality educational programs for English learners and their families.