Sentences with phrase «shared instructional language»

The shared instructional language from the Beyond Textbooks framework made it easy for these three teachers to work with each other across subjects to modify instruction for their own classrooms and students.

The shared instructional language from the Beyond Textbooks framework made it easy for these three teachers to work with each other, across subjects, to modify instruction for their own classrooms.

They have a shared instructional language that lets people talk back and forth about what high quality teaching should look like, and a common language and set of goals let's faculty work together to measure their progress towards those goals.

Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language.

Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning looks like.

Not exact matches

Importantly, language - immersion classes are supported with instructional assistants who are native speakers of the immersion language and who can share knowledge of cultural traditions that support students» understanding of global perspectives.

Creating time and opportunities for teachers to share ideas has led to «a common language about student learning and has accelerated our use of instructional technology,» Moore notes.

With a former Stanford classmate, Westendorf built a Web portal where teachers could share materials, resources, and instructional videos for math and English language arts instruction in grades 2 — 12.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others.

The Co-op will leverage partnerships across multiple school districts to share and reduce the costs of accessing high - quality professional develop and consulting for language and literacy teachers, instructional coaches, and school administrators who are passionate about improving literacy outcomes.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andinstructional role; high levels of collaboration and co-learning)

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.

Through surveys, PLC meeting minutes and classroom observations, I studied increases in shared language, vision, and instructional practices consistent with the CCSS.

Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success: Mentor teacher and instructional coach Regie Routman shares proven methods on how teachers and principals can ensure effective literacy instruction for all K — 12 students, including second - language and struggling learners.

The framework shares, in practical language, the critical practices of successful school turnaround in four domains, or areas of focus, that research and experience suggest are central to rapid and significant improvement: turnaround leadership, talent development, instructional transformation, and culture shift.

The district leadership's investment in building shared language, commitment, and ownership through support for the instructional coaches» development work and the successive rounds of feedback throughout the district combined with the coaches» collaborative learning process, relentless pursuit of high - quality, evidence - based practices, and dedication to creating accessible, practical guidance to produce an exceptional roadmap for implementing student centered learning with clear parameters for fidelity and improvement.

Their visual languages, instructional charts and diagrams, shared a common purpose, since both science and religion try to explain the Universe.

Instructional methods include: in - class exercises focusing on accomplishments; interviewing, brainstorming, writing, and sharing ECQ examples; analysis of announcements for target language; and incorporation of the Leadership Competencies.