Sentences with phrase «regular observations in classrooms»

Not exact matches

We participate in regular classroom activities as morning meeting co-teachers and members of lunch, recess, and student dismissal duty teams, allowing for interactions and observations outside of our own classrooms.

Extensive observation and assistance of regular teachers and student teaching are essential to give pre-service teachers the hands - on experience in instruction and classroom management, as well as self - confidence, that they need to be able to effectively teach diverse students on their own.

Manno and Firestone (2006) found that teacher leaders who were able to work directly in classrooms, such as conducting classroom observations and regular meetings with teachers, had a greater influence on teachers» implementation of curricula than teacher leaders who had limited or sporadic access to teachers.

For Steckler, Lonadier, and other school leaders who are accustomed to regular classroom drop - ins, the observations are an easier adjustment.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

Our process of regular and frequent peer observations of instructional practice is coupled with ongoing coaching, modeling of proven techniques, and support in the classroom by AIR's turnaround coordinator.

In fact, these observations define the characteristics that challenge regular classroom teachers the most as they attempt to bring full instructional service to gifted and talented students.