Sentences with phrase «standards teacher instructions»

Not exact matches

The Azhar's traditional pattern of instruction was for the students to choose their teachers according to their inclinations and the standards they had achieved, continuing their studies for an indeterminate time with no examinations until they were ready to graduate.

Board Members also heard updates on several major CCSD projects: the proposed adoption of new instructional materials for math classes across Grades K - 12, which will provide teachers with a system of integrated text and online resources that eliminates the need to seek out additional resources in order to cover all standards and individualize instruction; and the implementation now underway of a new business management system that increases the efficiency of timekeeping, payroll and personnel operations, which will save CCSD time and money.

Today «it's the right - wing reformers who are lowering standards,» says Diane Ravitch, a former assistant secretary of education and leading critic of the corporate education - reform movement, noting that Tony Bennett's final act after losing his re-election bid, last November, as Indiana superintendent of public instruction — he was recently appointed education commissioner in Florida — was to weaken the state's requirements for new teachers.

«The new standards will help to strengthen science education in Kansas and over time, help teachers to strengthen instruction of evolutionary content.»

By examining the fundamental requirements of each program — admissions standards, course requirements, coverage of essential content, preparation in the CCSS, how the student teaching program operates, instruction in classroom management and lesson planning, and how teacher candidates are judged ready for the classroom — the Review will capture the information that any consumer of these programs would want to see, including aspiring teachers and school districts looking to hire the best teachers.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

Under IMPACT, the district sets detailed standards for high - quality instruction, conducts multiple observations, assesses individual performance based on evidence of student progress, and retains and rewards teachers based on annual ratings.

Im looking at it in terms of providing lots and lots of direct instruction early on — a template perhaps that students follow word - by - word — lots of support, lots of direct instruction, and then slowly removing those platforms over time so that eventually the student or groups of students can fly solo and be autonomous to the teacher in performing the task as described by the standard.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

Teachers everywhere are facing challenges in finding time to unpack these new standards, discover best practices for their implementation, and still provide innovative instruction for their students.

Let's start by believing that highly effective teachers must reinforce high expectations for all students and that they are responsible for (and should be supported to) provide instruction that is standards - aligned, student - centered, engaging, and data - informed.

Relative to the median, a teacher at the 84th percentile increases math and English scores by 12 and 8 percent of a standard deviation, respectively — equivalent to approximately 3 months of additional instruction.

The teacher can then clean up the formalization of those standards with direct instruction after comparing their circles to the students».

For example: (1) teachers in charter schools have certification requirements as do other public schools; (2) charter schools are subject to academic standards set by the state; (3) charter schools must comply with local, state, and federal laws related to health, safety and civil rights; and (4) charter schools are «subject to the supervision of the superintendent of public instruction and the state board of education.»

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

For example, for Standard 3, we want to know how the teacher works with a group of 25 students, with a range of needs, and adapts instruction to meet their individual needs.

In the case of Standard 3, the key disposition is respect for the individual learner, as shown in teachers» efforts to connect with their students and to tailor instruction to their students» individual needs.

Reach extension can take several forms, such as redesigning jobs to concentrate 3X teacher time on instruction, putting star teachers in charge of more children's learning, and using technology to extend 3X teacher reach and meet their standard.

We have very little evidence about whether teachers are aligning their instruction to the Common Core standards (what we know isn't very promising, especially with respect to reading), or whether it's working, or whether students are learning more as a result.

«If teachers do not deeply understand their standards — or the instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,» observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more classroom practices that reflect them than did teachers elsewhere.

If we want to nurture high standards, if we want teachers to take responsibility for the quality of instruction and for student outcomes, we need public policies and school organizations that demand that teacher unions behave differently.

While standards - based reform relies on the ability of incentives to motivate students and teachers, teachers must be given the opportunity to develop the knowledge and skills they need to provide more ambitious instruction, or they must be replaced by teachers who have the knowledge and skills.

This problem is particularly acute because NCATE's subject - matter standards were drafted by its constituent specialty associations — and those groups, like the National Council of Teachers of Mathematics and the National Council of Teachers of English, have a track record of promoting methods of instruction whose value has not been well established.

Most teachers in Louisiana perceive — correctly — that their standards instead encourage them to teach particular grade - level texts and organize reading skills instruction around those texts rather than teaching reading skills and allowing students to apply them to any text.

Thus the responsibility for operationalizing standards, day in and day out, falls on the teacher, who carefully plans the scope (breadth and depth of content) and sequence (the order in which content is learned), and is able to execute instruction in a way that capitalizes on what TeachThought calls instructional fundamentals.

Each STEM challenge in this pack includes: • teacher instructions • student challenge sheet • planning and design pages • scoring rubric There is also a set of team member role cards, design process cards, a master score sheet to find out which group is the most successful at helping the explorers, and associated NGSS standards.

This product helps teachers... Plan to spiral the ELA standards Identify standards to reteach based on results Align instruction and strategies with desired learning outcomes Practice backward planning from assessments.

The unions have worked closely with SAP, which received an $ 18 million grant from the GE Foundation to create «immersion institutes» to familiarize teachers with the standards and to create a storehouse of materials for them to use in their instruction.

It explains reformers» enthusiasm for test - based accountability; for «college and career - ready standards»; for teacher evaluations based, in significant part, on student outcomes; for «data - based instruction»; and for much of the rest of the modern - day reform agenda.

First, misaligned assessments undermine the critical link between what is reported in accountability systems (test - score and teacher - evaluation data) and what districts purport to value (Common Core — aligned instruction, student success with the new standards).

The value of a faculty's dividing into teams, for example, is to enable teachers to work effectively together to improve instruction and enable students to meet or exceed rigorous standards that are embodied in the curriculum.

At the recent launch event for the CUNY Institute for Education Policy, David Coleman, now known as the «architect» of the English Language Arts Common Core State Standards, was asked by a member of the audience why a teacher, who cited the Common Core standards emphasis on «informational texts,» would claim that she was told to «put away her literature books and photocopy microwave instructions» for her eighth - grade students.

But regardless of the political controversies, it's worth asking whether teachers believe in these standards, and whether they might be changing their instruction as a result.

Are teachers changing their instruction to match the standards?

Mock Congress: Cell Phone Surveillance Reform Time required: 4 class hours Grade level: 10 and up Class size: 18 or more Pages: 51 Contains: 18 individualized profile sheets, Background information on NSA surveillance, Graphic organizer for assigned roles, Graphic organizer with word - for - word format on how to run committee meetings and floor debate, Sample rubrics for 3 - minute speeches and participation, Socratic seminar questions for students observing speeches / committee hearings, Maps to various educational standards, Sample follow - up quiz on the legislative process, Teacher instructions and preparation period suggestions.

[1] But a wide variety of quantitative and qualitative research finds that standards implementation — the extent to which teachers use the standards in classroom instruction — is typically moderate, at best.

When instructional standards are made explicit, then programs can plan in ways that ensure that all teachers and teaching assistants have the knowledge, skills, and appropriate attitudes to provide high - quality instruction.

The latest college - and career - readiness standards sought to encourage certain content effects on teachers» instruction.

Teachers and their supervisors should be able to describe in detail the changes in instruction required to achieve the new standards.

As Common Core shifted from an amorphous commitment to «higher standards» into something that affected classrooms, instruction, homework, and teacher evaluation, we predicted, support would narrow and opposition would increase.

According to our theory, differences between states among policy features help explain why teachers may or may not be aligning their instruction with their respective state standards.

The high student mobility rate forced DoDEA administrators to institute within the system a uniform curriculum and standards - based instruction, so teachers know what material students have covered when they arrive.

Jennifer: The content ranges from introducing the common core standards in assignments - for newer teachers - to adapting technology and implementing modified instruction / assignments to fit the needs of today's changing classroom populations.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

The only «strong research» they cite in support of the «Early Reading» standard examines whether teachers are familiar with the «five components of effective reading instruction,» and whether teachers who are certified and have masters degrees are more likely to know those five components.

New Tech teachers build their instruction around eight Learning Outcomes — content standards, collaboration, critical thinking, oral communication, written communication, career preparation, citizenship and ethics, and technology literacy — which they embed in all projects, assessments, and grade reports.

The high school program replaces the standard ninth - and tenth - grade English classes not with English as a Second Language instruction but with a special college - preparatory course taught by the same teacher for two years.

Napa, California A PBL school since its launch in 1996, New Tech teachers build their instruction around eight Learning Outcomes — content standards, collaboration, critical thinking, oral communication, written communication, career preparation, citizenship and ethics, and technology literacy.

Since joining Education Week in 2010, she has covered curriculum, instruction, state standards, and teacher policy issues as a reporter, and served as the associate editor for Education Week Tteacher policy issues as a reporter, and served as the associate editor for Education Week TeacherTeacher.