Sentences with phrase «selected as teacher leaders»

Before being selected as teacher leaders, these individuals were observed teaching an Investigations unit in their own classroom to make certain that they understood the philosophy and pedagogy behind the materials.

Not exact matches

Within those schools, we selected staff members who held a variety of formal positions, such as principal, teacher leader, and teacher, and who occupied different positions in their schools» mathematics advice and information networks, such as being highly or weakly connected.

She has also served as a consultant for the Institute for Student Achievement (ISA) in the Atlanta Public Schools, where she focused on assisting school leaders and teachers in implementing small school reform model in select high schools.

Just as school leaders select teachers with a «growth mindset,» — expecting them to learn, adapt, and get better — authorizers must seek learning organizations and create the space for them to grow.

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

In some settings district leaders reported a shift: initially, an emphasis on developing principals «expertise in data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teams.

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

When selecting or designing an interim assessment aligned to state standards, highly effective principals and district leaders work with teachers to drill down to this level of specificity, and they continually push as far beyond the state standards as their students and teachers are ready to go.

For example, they can be more intentional about selecting and training principals who can serve as «turnaround» leaders, redeploy the most talented teachers and leaders to targeted schools, and provide principals with the flexibility to make necessary staff changes (Player, Hambrick Hitt, & Robinson, 2014; Council of the Great City Schools, 2015).

As the leader of teacher - driven observation, the observed teacher selects the data - collection methods observers will use.

In those cases where the self - governed schools are beating the odds with challenging student populations, the answer might have more to do with the teacher - leaders» ability to select an appropriate approach, such as language immersion, or to fine - tune their tactics in the classroom.

Schools and districts that choose to create career pathways should also develop support models for prospective and selected teacher leaders, as well as school leaders.

Deepen the expertise of school leaders through training on instructional materials and assessment, as well as visits to selected classrooms to observe instruction and practice teacher literacy and math coaching and feedback.

She was selected as a 2013 ASCD Emerging Leader and was a panelist at ASCD's fall 2014 Whole Child Symposium on teacher leadership.

I visited some schools where, in addition to providing professional development to all teachers, they asked for volunteers and selected teachers to serve as leaders.

Their program selected teacher leaders with exemplary classroom experience, and planned to develop coaching skills as part of their preparation program.

Keedy (1999) indicated that the teacher leader who was selected by the school principal received greater support from her school administrator than the other teacher leader, and that this support was one of the factors that contributed to her effectiveness as a facilitator.

Programs with limited resources for teacher leader preparation will likely want to select teacher leaders who are «ready at the get - go,» or as close to that state as possible.

Insight in action Each year as part of an MSP program, six teachers from multiple schools and districts were selected to serve as full - time release teacher leaders.

Selecting teacher leaders to play undefined roles may lead to broadly - drawn selection criteria — such as «strong teaching experience» or «good communication skills» — that are not explicitly connected to the work that teacher leaders will do.

For instance, for programs where teacher leaders were expected to lead workshops as a central part of their role, it was helpful to select individuals with demonstrated experience leading workshops.