Sentences with phrase «skilled educators create»

Not exact matches

Our work encourages educators to create school programs that value and foster interpersonal and collaborative skills, adaptability and resilience, and the critical thinking and ingenuity needed to solve complex problems.

And in today's classroom, where teachers must compete with digital distractions for their students» attention while trying to satisfy increasingly demanding academic standards, it is more important than ever that educators be able to combat apathy, instill vital problem - solving skills, and create a climate that maximizes learning.

She loves using her organization, management, and leadership skills to organize SM professionals and educators to create more opportunities for treatment particularly in the Western United States.

Brennan heads up ScratchEd, a model of professional learning for educators to develop their computer science skills, utilize coding and web development to create educational materials for students, and to network together in a 15,000 - member online community.

Modern days have made educators go above and beyond with their teaching skills and learn to use new education technology tools to innovate their style and create a better learning environment for students.Starting with correspondence courses and ending up with the apparition of MOOCs, education tried to bring closer students from all around the world.

Also discussing mathematics, David Youdan and Nigel Steele of IMA trace out the key skills for educating better mathematics educators in their session on «Creating tomorrows Head of Maths».

These criteria can be used by assessment developers, policy makers, and educators as they work to create and adopt assessments that promote deeper learning of 21st - century skills that students need to succeed in today's knowledge - based economy.

Five courses (20 credits) in research methods or research intensive courses, to prepare doctoral students with the inquiry and methodology skills critical to create useable knowledge for educators.

Educators must take the initiative to create simulations that mimic real life job skills as part of the career preparation process.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

«These grants to the Harvard Graduate School of Education and the Center for Collaborative Education will offer the funding necessary to provide educators with the knowledge and skills to create the kind of small, focused learning environments that help all students achieve.»

Proactive educators can create their own online professional learning networks, meet with policymakers, or even create their own teaching app if equipped with the right kinds of skills.

Educators with SEC also create warm and safe classroom climates, fostered by strong classroom management skills.

These skills are essential features of multiple domains of educator evaluation systems, whether locally created or based on Danielson or other frameworks.

When New Jersey expanded its preschool program, for example, it created multiple pathways to licensure, including more teacher preparation programs, a post-baccalaureate degree for teachers with bachelor's degrees in other fields, and scholarships for current early educators to gain greater knowledge and skill.

As an educator and a parent, I've spent years studying the benefits of social and emotional skill building and I'm passionate about creating tools to help others develop social and emotional competencies with the children in their lives.

For those educators that have the power to assess 21st century skills in the grade book, they create a culture where content is not king.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Working from the assumptions that every teacher of every subject can share equal responsibility for teaching and evaluating skills, educators can infuse inquiry - based learning in schools today by creating performance rubrics focused on student competencies, and by making skills - oriented growth 60 % of their grade.

We heard that the best efforts will not only include recruiting, developing, and retaining great educators with the skills to teach all students, but will also build strong school leaders, create supportive working conditions, and address inequities in resources and supports for teachers.

At the school level, educators create tests to measure their students» understanding of specific content or the effective application of critical thinking skills.

Educators should create and implement formative assessments that are aligned with content and skills learning and the product - creation process.

UbD is based on a backward design approach and is used by thousands of educators to create curriculum units and assessments that focus on developing students» understanding of essential ideas and helping students attain important skills.

Computerized and online assessments, educators are discovering, will require kids to have certain digital skills: using a mouse, highlighting text, dropping and dragging text, drawing lines and creating graphs on a screen, operating an online calculator, using scroll bars (the «bubble in the straw»), and keyboarding, to name a few.

A blended professional learning model supports site - based professional development and builds educators» skills in creating high - quality assessments and lesson plans aligned to the standards.

Educators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eEducators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eeducators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality education.

«That's why the NEA Foundation created the Global Learning Fellowship: to provide educators with comprehensive professional learning focused on authentically integrating these global skills into classroom instruction.»

««[When] children lose their home language skills, we as educators have a serious problem... fractured communities are created when families can no longer [talk] on a deep level about issues that matter.»

Using study results, the researchers created, piloted, and refined a professional development model for CTE educators on the use of technical skills assessment data for data - driven decision making.

Toolkit for Promoting Empathy A living set of tools, developed via interviews with over 60 educators and social entrepreneurs to help create a classroom where kids» social and emotional needs are met and to help cultivate the kinds of skills that are critical for success in today's (and tomorrow's) world.

On behalf of our colleagues and our communities, it is our job to fully reject «Advance» and push for the creation of a collaboratively created evaluation system that demonstrates respect for our skill and our judgement as educators.

The Fisher Fellowship is an intense year - long fellowship where experienced educators focus on creating their school visions, enhancing their leadership skills, and observing strong school models from across the country.

Routman shares best practices for teaching reading and writing skills that reduce the need for intervention, offers tips on giving productive feedback to accelerate student and teacher learning, and provides a foundation for building professional literacy communities that help educators create sustainable school change.

LEAs — with support from the state — will be expected to provide training to their educators on the evaluation tools; ensure timely evaluations occur and feedback loops are created to support teacher and principal development; and design differentiated professional development to accommodate each educator's skill level.

Once a program is identified and intensive support is created around an individual student, we want to ensure that we have the best individual implementing it, the best educator implementing that intervention, and we want to make sure that, that individual has the skill set and the knowledge to continue that work.

As the National Council for Accreditation of Teacher Education Blue Ribbon Panel noted, «This demanding, clinically based approach will create varied and extensive opportunities for candidates to connect what they learn with the challenge of using it, while under the expert tutelage of skilled clinical educators.»

Educators implement instructional strategies and master skills that create a more learner - centered practice.

The Partnership for 21st Century Skills and the National Council of Teachers of English (NC TE) have recently announced their completion of a framework that will provide educators and administrators with teacher - created models of how 21st - century skills can be infused into English clSkills and the National Council of Teachers of English (NC TE) have recently announced their completion of a framework that will provide educators and administrators with teacher - created models of how 21st - century skills can be infused into English clskills can be infused into English classes.

Using resources like PathFinder, we assess adult learners» skills in order to meet them where they are and scaffold their learning, creating a personalized learning path that guides educators as they build on their existing strengths.

Our workshops and books and conferences help elementary and middle school educators to create safe and joyful learning communities where students develop strong social and academic skills and every student can thrive.

By supporting adults in developing their own social and emotional skills and creating a strong SEL culture, WINGS and trained educators can help kids build their inner strength and better cope with trauma.

Achieve3000 ® has joined forces with NWEA to develop a powerful new integration that will allow educators to create MAP Informed Learning Paths linked to skills and concepts outlined in the MAP Assessments and required for College and Career Readiness.

In keeping with that, and in an effort to help educators engage with their students and reinforce the social - emotional skills they're teaching, we've created this Classroom Activities Page.

The Technology Integration framework — created and authored by a team of professional educators, each with experience incorporating instructional technology — establishes the skills necessary for a truly transformative integration of technology.

Our work encourages educators to create policies and practices that foster interpersonal and collaborative skills, adaptability and resilience, and the critical thinking and creativity needed to solve complex problems.

«We created the Global Learning Fellowship to provide professional development in teaching global competencies and to support educators as they integrate these skills into classroom instruction.»

``... students» achievement will not improve unless and until we create schools and districts where all educators are learning how to significantly improve their skills as teachers and as instructional leaders» (Wagner et al, 2006, pg.

To facilitate those relationships, the panel suggested increasing the numbers of school counselors and mental health professionals who serve students; freeing those professionals from other administrative responsibilities so that they can focus on the core functions of their jobs; placing more school resource officers in schools; and training educators to create healthy school climates, use positive behavioral intervention and supports, and promote students» social and emotional skills.

These «dumping schools» concentrate students with enormous skill deficits and disruptive behaviors, making it impossible for educators to teach and also creating an intractable non-compliant student subculture.

Educators and students strengthen their social skills and improve emotional health in order to create environments where effective teaching and learning can occur.