Sentences with phrase «skills of our teacher participants»

Discussion protocols, video lesson review, student work analysis, and consistent follow - up were all integral to the sessions, as we utilized the knowledge and skills of our teacher participants as the main vehicle for the learning.

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Building upon a solid foundation of yoga and / or teaching experience, the Bent On Learning Teacher Training Program assists participants in developing further knowledge, skills and dispositions necessary to become caring and effective yoga teachers in the ever - changing classroom.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.

Interviews conducted during the course of the study reveal that participants saw great potential for teachers to use DocSouth in their classrooms, since both they and their students have the requisite technology skills, the teachers already use the Internet to plan instruction and for research purposes, and perhaps most importantly, part of their goal in teaching history is to present multiple perspectives.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

Utilizing the features of Charlotte Danielson's 2013 Framework for Teaching, participants develop skills in collecting and analyzing evidence for teacher evaluations or walk - throughs to enhance improvement.

I talked with more than 500 students who had just taken the pilot items — and with teachers who'd just administered them.1 Responding to a set of prepared questions, participants in grades 3, 6, 7, and 11 shared their take on the technology skills students will need to successfully demonstrate learning in this new format.

In the early learning modules (Modules 1 - 3), the course focused on introducing the participants to the concept of VS through reading reports and documents pertaining to topics such as the national vista of VS, online teaching skills, misconceptions, responsibilities of a VS teacher, and legislative issues.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

The two - day Summer Leadership Institute, «Feedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leTeacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leTeacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student leteacher evaluations centered on growth of teacher practice and improvement of student leteacher practice and improvement of student learning.

During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

Additionally, each preservice participant worked with a cooperating teacher who volunteered to have a typical science lesson videotaped as a means of determining any influences the cooperating teacher may have had upon the student's science teaching skill development.

Continuum of instructional technology practices implemented by K - 12 teacher participants: progresses from student skill development, to teacher directed instruction, and then to student - centered instruction.

Participants will leave this session with a real, personalized plan for success, and will return to their classrooms ready to implement one of the most essential skills critical to being a highly effective teacher.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

Profound Gentlemen also prioritizes other components of the teacher pipeline to increase retention of these teachers, especially through induction programs that develop participants» teaching skills and increase student academic performance.80

Participants walk through the program steps from both teacher and student perspectives to understand how this direct instruction model leads to mastery of the foundational skills: phonemic awareness, phonics, high - frequency words, spelling, fluency, and comprehension.

The focus is all on the needs of the participants — on both getting as much as possible out of the day and developing a networked community of teachers who work to help each other strengthen their skills, become change agents in their schools, and stay current in the field — all with the goal of improving student outcomes across all types of schools in all regions of the country and the world.

During this two - part certification, participants refine their skills in the areas of planning and leading professional development and coaching teachers.

«His patience and kindness have encouraged the development of self - confidence and better reading skills in all of the program participants,» said Kristine Cummings, a First Grade Teacher at MacArthur Elementary School in Tulsa in a letter nominating Bozzie for the AKC ACE award.

This low - cost intervention (roughly $ 34 per participant) delivered by teachers in middle school classroom settings addresses risks for substance use in adolescence, with components that teach students self - management skills, social skills, and information regarding the dangers of substance abuse.

Maria brings the communication, listening, and educational skills of a teacher to each client interaction, ensuring that her clients are well - informed participants in making critical decisions.