Sentences with phrase «providing classroom observation tools»

eObservations specializes in developing and providing classroom observation tools that focus on teachers» pedagogy — specifically teachers» use of high - yield, research - based instructional strategies in their classrooms with students.

Not exact matches

The suite includes our Power Walkthrough software for collecting and sharing classroom observation data; a Survey component for gathering feedback from teachers, parents, and students; a Reflection tool that helps teachers develop SMART goals and track their own growth; and a Coaching component that provides tools for enhancing coaching conversations and helping teachers be the best they can be.

Classroom observation that is focused on specific behaviors and environmental factors can be a powerful instructional tool that provides a great deal of information to help teachers, principals, and other educators enhance language and literacy learning in early childhood classrooms.

The completed online, video - based assessment tool aims to measure how school leaders can observe and notice the quality of classroom instruction, interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.

For example, high scores on classroom observations rubrics and content knowledge assessments should be correlated with high value - added scores, so the overall evaluation system provides a valid and reliable tool for measuring effective teaching.

Using innovative technology, faculty, coaches, and supervisors are able to remotely observe pre-service and in - service teachers in the classroom and provide feedback with a suite of observation, feedback and coaching tools.

They agreed that one way to improve was through direct observation of instruction and by providing tools for, and support to, principals» classroom observation.

The SURN Principal Academy was designed to build principals» knowledge of high - yield instructional strategies (Hattie, 2009); to increase their expertise with tools in order to collect evidence of classroom teaching and learning and provide immediate feedback to teachers; and to facilitate collaborative observation conferences in order to engage teachers in reflection and professional learning and improve classroom instruction.

TU Director of Communications Mary Moser provides a detailed starting point for creating and utilizing a digital classroom observation tool in order to answer the question «How do you make systematic change without basing your work on vague notions and «we think» statements?»