Sentences with phrase «quality of teaching based»

Our surf school aims quality of teaching based on strong communication and safety of our students.

Not exact matches

The Information Technology team will provide the highest quality technology - based services, in the most cost - effective manner, to facilitate the Haskayne School of Business as it applies to management, teaching, learning, and community service.

The decision of the courts will come down to whether or not the teaching of the Bible is based on its «literary and historic qualities,» versus what the foundation referred to as «Bible indoctrination.»

It is death that exposes the insubstantial quality of all distinctions based on culture (see 2:14 - 16) And it is death that can teach one how to live:

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

A meta - analysis of American interventions with very young fathers points to quality intensive community - based interventions with a good understanding of gender: the staff (who were experienced, empathetic, enthusiastic, and well connected into their communities) partnered with community organisations and used incentives to draw the young men in; they utilized needs assessments and participant feedback; developed one - on - one relationships with their young clients and provided mentoring; offered a comprehensive array of services delivered in engaging and interactive ways which incorporated teaching methods and materials appropriate to young men's culture, sex and age.

The Washington, D.C. - based National Council on Teacher Quality has released its seventh annual State Teacher Policy Yearbook, which includes a 360 - degree analysis of every state law, rule and regulation that shapes the effectiveness of the teaching profession in New York.

In addition, participants learn how to embody the qualities of the elemental energies which are the essence of the art, as well as Paulie Zink's philosophy based on his own personal experience of mastery and 35 years of teaching students to grow in flexibility and fluidity and enhance their energetic awareness.

Learning Experience Percentage of absolute points earned out of a maximum of 100 based on student feedback on calibre of fellow students, quality of teaching and resources available at the institution.

Absent persuasive evidence on the impact of efforts to raise the bar, some people have speculated that the rise of test - based accountability associated with NCLB and the ongoing push to establish more - rigorous teacher evaluation systems have made teaching less attractive and thereby contributed to further decline in the quality of the teaching corps.

She says providers who already have good on - programme delivery are among the least nervous about the changes ahead when it comes in to teaching, learning and assessment - good initial assessment, good advice and guidance, an emphasis on an individual learning plan that encompasses both training and assessment (the mainstays of high quality work - based education, remain to the fore of the reforms.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lBased on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

The basic problem with the teacher professionalism agenda, as currently constructed, is that it rests on a shaky evidentiary and research base concerning its ability to boost student learning or to address either the quality or quantity challenges of the current teaching force.

To help fill the gaps for participants, sessions included exploring what leadership really means, understanding the process of policy analysis, figuring out how to get others to see all sides of an issue, figuring out how to effectively use research - based evidence, strategizing how to get quality teaching even without resources, and learning how to use the media to communicate a vision.

The release in January of the Teaching Commission's report, «Teaching at Risk: A Call to Action,» presents us with an opportunity to reconsider the importance of teacher quality as a critical variable in the current effort to implement standards - based reform and high - stakes accountability.

As preparations for the local elections in England gather pace, the National Association of School - Based Teacher Training (NASBTT) has joined forces with Universities» Council for the Education of Teachers, the Chartered College and the Teaching Schools Council to suggest solutions to the issues which students and teachers face, namely: dealing with funding cuts; struggling to find access to quality CPD; confusion over training routes; a «cumbersome» application process and skills tests which act as a barrier to teacher recruitment.

Moving the scale of quality of the United States» teaching force toward this higher level would, he recognizes, require significant changes in school districts» employment practices, basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.

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.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school leadership, and to promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality education regardless of the school they attend.

Is there another way to ensure that hiring and firing decisions are made on the basis of quality of teaching, and not personal relationships or favoritism?

For these reasons, quality and content of mentoring vary based on a given mentor's individual teaching style, interest, and personality.

For example, imagine a videogame that teaches learners content as well as character qualities such as resilience and courage, and simultaneously assesses them based on a model of learning behind the scenes.

High - quality teaching occurs when teachers come to the classroom with a toolkit of knowledge and skills that they employ based on a set of effective practices and that lead, over time, to student learning.

Standards - based reform has had more traction but has «gone astray»: too much testing, too much labeling, not enough real alteration in the quality of what's taught and learned.

So one of the key questions in that written reflection is «Are there particular suggestions you'd like to make to the leadership team for the college to improve its quality of teaching and learning based on the domains of the NSIT?»

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

This book is based on the fundamental premise that strong teaching by talented teachers is at the heart of educational quality, and that understanding the elements of good teaching requires a thorough exploration of both the practices and the professional thinking of exemplary teachers.

We used Stronge's (2007) framework of teacher quality as a basis for thinking about effective teaching and then developed this framework with additional concepts that were developed in parallel by Chinese researchers (e.g., Bai, 2000; Cui & Wang, 2005).

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

I happened to be one of those proponents based first on my close understanding of the challenges she faced when she entered the job, the tough decisions she has made over the last two years, and the leadership direction of the district which is now rooted in the theory that in order to improve student learning we need most to improve the quality of teaching and leadership.

The aim of IFERI is to contribute to raising standards of literacy in the English language based on robust research and high - quality instruction in the teaching of reading, spelling and writing.

CPS Department of Arts Education encourages and supports strategic partnerships and collaborations in the arts between schools, community based organizations, and teaching artists built upon quality indicators to enhance student learning at all levels and celebrate and honor student voice, culture, and traditions, both in and out of school time.

John Larmer describes the benefits of project based learning, outlines seven key project - based teaching practices, and offers tips for designing high - quality projects.

Along with creating and sharing quality examples of standards - based learning and teaching, the secondary goal of this project is to demonstrate how theatre educators — classroom teachers and teaching artists alike — can measure the effectiveness of their teaching and the learning of students.»

The report, which is more of a guide for improving teaching effectiveness, is based on the plethora of evidence that links teaching quality Read more about Straight Talk on Teaching Quality: Six Game - Changing Ideas -teaching effectiveness, is based on the plethora of evidence that links teaching quality Read more about Straight Talk on Teaching Quality: Six Game - Changing Ideas -teaching quality Read more about Straight Talk on Teaching Quality: Six Game - Changing Ideas -Lquality Read more about Straight Talk on Teaching Quality: Six Game - Changing Ideas -Teaching Quality: Six Game - Changing Ideas -LQuality: Six Game - Changing Ideas -LSB-...]

It's a careful, focused process that involves a teacher identifying an area of her teaching she wants to improve, and using a research - based rubric for classroom quality called the CLASS.

Many teachers are already doing much of what goes into producing an SGO: working in collaborative groups to address questions surrounding student achievement, using high - quality assessments, differentiating instruction and setting goals based on student readiness, and teaching a curriculum aligned to state standards.

Additionally, student - centered instruction, standards - based, and inquiry focus are key components of quality science teaching within this framework.

In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research - based data with the equally vital need to understand the strengths and weaknesses of individual sTeaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research - based data with the equally vital need to understand the strengths and weaknesses of individual steaching that balances the necessity of research - based data with the equally vital need to understand the strengths and weaknesses of individual students.

For example, as the quality of staff collaboration increases, would that affect the quality of teaching or staff commitment to a new initiative like project - based learning?

The most powerful school - based influence on student learning is the quality of teaching students experience.

This involved developing strategies to attract high quality teachers into teaching, including extended an existing government - funded Masters program for early career teachers, and also strengthening university - based teacher education (instead of replacing or eroding it with a market of other kinds of providers).

Rhode Island's SALT (School Accountability for Learning and Teaching), gathers extensive qualitative as well as quantitative data on school quality for the purpose of supporting continuous, standards - based school improvement.

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.

The focus of CEL's research - based, field - tested methods is clear: To improve dramatically the quality of teaching and learning for every child, in every school and in every classroom.

Participants will be provided a comprehensive, research - based instructional framework for analyzing the quality of teaching across five categories and 13 sub-dimensions that they can use for classroom observation.