Sentences with phrase «reform improving student learning»

The chance of any reform improving student learning is remote unless district and school leaders agree with its purposes and appreciate what is required to make it work.

Not exact matches

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

«What made this convening so impressive is that while so much in education reform can divide activists into warring camps, expanding learning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edlearning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edLearning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edlearning time to improve student achievement and enable a well - rounded education.

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 AFT's Weil expressed strong concern that the goals of evaluation reform — improving teacher practice and student learning — have gotten lost in the technicalities of developing algorithms and rubrics and the speed with which these systems are being implemented.

«I look forward to moving ahead, working collaboratively with Beacon Hill and the field, to address troubling, persistent student achievement gaps by developing an education reform agenda that gives primary attention to improving learning for all students.»

Instead of regarding teacher unions as an obstacle to reform, a perspective I vehemently held for many years, I imagine teacher unions serving as a partner to improve teacher quality, thus, improving student learning.

Finally, few big cities have the ability to track how their reforms are being put into practice or whether they are ultimately improving student learning.

Fishman, b. j., marx, r. w., best, s., & tal, r. t. «linking teacher and student learning to improve professional development in systemic reform».

Fifteen schools that have met the minimum standards established by the state's 1983 education - reform law have been given the chance to restructure their schools in order to improve student learning.

A quick snapshot of the past two decades alone reveals a commitment to ongoing reform and to improving learning outcomes for students.

Educators and scholars generally agree that school reform can only improve education if it improves the learning and work environments experienced by students and teachers.

I firmly support the one school reform that has been demonstrated to improve learning, especially for disadvantaged students, and that is low class size.

The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish «high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools.»

Education reforms that aim to help economically disadvantaged students often focus on improving the quality with which grade - level material is taught, or the incentives that students have to learn it.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

Council of State Governments Justice Center released a school discipline publication that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student outcomes.

Thus, common state standards will not only help students learn more, but also hold promise for improving the teaching profession — not a bad deal with one reform.

that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student outcomes.

Title I was created to help these schools better serve their students by providing school - wide services and whole school reforms tied to raising student achievement, such hiring additional teachers and classroom aides; improving curriculum; enhancing parent involvement; or extending learning time for students who need extra help.

• A deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education for teachers and their students; • A passionate commitment to improving teaching and learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and learning.

Advocates for Children of New York (AFC)'s Immigrant Students» Rights Project combines our distinctive leadership in the field of public education advocacy with our in - depth knowledge of the needs of immigrant students, students learning English, and their families to improve student achievement and advance meaningfulStudents» Rights Project combines our distinctive leadership in the field of public education advocacy with our in - depth knowledge of the needs of immigrant students, students learning English, and their families to improve student achievement and advance meaningfulstudents, students learning English, and their families to improve student achievement and advance meaningfulstudents learning English, and their families to improve student achievement and advance meaningful reform.

The purpose of reformed teacher evaluation systems, first and foremost, is to identify teachers» strengths and weaknesses in order to refine educators» instruction for improved student learning.

The California Office to Reform Education (CORE), the nonprofit organization representing the California school districts of Fresno, Garden Grove, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, Sanger, and Santa Ana Unified, focuses on improving student achievement by «fostering highly productive, meaningful collaboration and learning» between its members (CORE website).

As a consultant to the Connecticut State Department of Education for five years he lead in the design and implementation of the Connecticut Accountability for Learning Initiative, a statewide systemic reform program designed to improve student performance in the state's lowest performing districts.

UI principal success in improving student learning has been recognized by such leading organizations as the Council of Great City Schools, the University Council on Education Leadership, and the Alliance to Reform Education Leadership.

Equipped with the knowledge and expertise gained from Assignments Matter, readers will be able to create meaningful learning experiences for their students and come to appreciate the author's belief that «assignments may well be the missing link in school reform efforts to improve student achievement.»

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

It brings local unions together to promote progressive reform in education and teacher unions, build relationships among key stakeholders and to cultivate the next generation of teacher leaders to influence education policymaking and improve teaching effectiveness and student learning.

This proposal reinforces the recurring view in recent American school «reform» that schools can be improved by competition and metrics tied to sanctions or incentives, without investments in the capacity of educators to learn how to meet the demands of new standards and the needs of an increasingly diverse student body.

The goal of standards - based reform efforts is to change teaching because without new approaches to teaching, most students» learning will not improve (Cohen, 1995).

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

Despite the last few decades of intensive school reform efforts, «even the most ardent reformers must admit that public schools and student learning have improved only slightly, if at all,» writes Wolk.

Used in this way, ECMs might provide valuable support for teachers as they address recognized teaching dilemmas and consider how wise practice reform ideas might be integrated into their instruction to improve student learning.

And finally, community members seeing how the standards, and the PLC meetings structured around the standards, improve student learning may buy - into the reform and ascribe authority to the state's policy to adopt the standards.

The college's federally funded CEEDAR Center has selected the final five of 20 states that have joined together in a sweeping reform effort to vastly improve teaching and learning for students with disabilities.

Several large - scale studies have identified specific ways in which professional community - building can deepen teachers» knowledge, build their skills, and improve instruction.13 For example, a comprehensive five - year study of 1,500 schools undergoing major reforms found that in schools where teachers formed active professional learning communities, achievement increased significantly in math, science, history, and reading, while student absenteeism and dropout rates were reduced.

We successfully advocated for four major reforms: measuring effectiveness through better teacher evaluations, adopting world - class standards for our schools and students, empowering superstar principals through improved certification paths and ensuring that money follows the child — no matter where they choose to learn.

Our hope is that these resources can help states and communities build on their successes; identify further opportunities and priorities for improving the prospects of their students; spur collaboration and coordination beyond the schoolhouse doors; and promote a shift from narrowly defined student achievement and traditional education reform to broader efforts that recognize the crucial out - of - school factors that influence learning and truly prepare students for success in college, career, and citizenship.

Grants range from $ 10 million to $ 40 million, based on student population, and will be used to drive reform to personalize student learning, directly improve student achievement and educator effectiveness, close achievement gaps, and prepare all students to succeed in college and their careers.

Focusing on the development of a campus» climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999) and formally assessing and addressing school climate is essential to any schools» effort toward successful reform, achievement and making a difference for underprivileged student groups (California P - 16 council, 2008).

In fact, smaller class size and lower student / teacher ratio are «reforms» public school advocates have been pushing for years - because they have been proven to improve student learning.

Launched in 2002, Leadership for Educational Achievement in Districts (LEAD) provided more than $ 56 million to 12 high - need districts that demonstrated willingness and capacity to reform their leadership practices to improve student learning.

Through Carranza's innovative efforts and leadership, the SFUSD has become a key player with the California Office to Reform Education, which is a seven - district collaborative that combines resources and shares learning to implement practices and programs that improve opportunities for students district - wide.

After a recent poll found that voters want greater oversight for charter schools, In The Public Interest and the Center for Popular Democracy released The Charter School Accountability Agenda: An 11 - Point Program for Reform, which outlines steps for states to ensure public accountability and provide oversight to improve student learning and reduce instances of fraud.

Here we draw upon this literature to illustrate findings on the district role in reform in three areas: the challenges confronting district efforts to implement system - wide improvements in student learning; district strategies for improving student learning; and evidence of impact on the nature and quality of teaching and learning.

They deserve thoughtful reforms that will improve teaching and learning for all students.

In topics on reform governance, board members learn how to play a pivotal leadership role in improving student achievement and eliminating achievement gaps.

Unlike many education reform initiatives, the solutions that directly address student learning through the provision of new or improved forms of instruction have had significant positive impact on student achievement in grades 7 through 11 in mathematics, language arts, social studies and science and on the development of early reading skills.

Developed in cooperation with the U.S. Department of Education and the White House Policy Council, the initiative aims to demonstrate that high - quality, integrated arts education boosts academic achievement, motivates student learning, and improves school culture in the context of school reform.