Sentences with phrase «standards professional development effort»

Two National Board of Professional Teaching Standards (NBPTS)- certified middle school teachers from District B presented on the NBPTS certification requirements and their implications for and intersections with the state standards professional development effort.

Not exact matches

The Program is committed to promoting high standards for the practice of science and engineering; advancing the human right to enjoy the benefits of scientific progress and its applications; engaging scientists, engineers and their professional associations in human rights efforts; monitoring and enhancing assessment of emerging ethical, legal, and human rights issues related to science and technology; furthering the use of science and technology in support of human rights; and initiating activities to address the impact of developments at the intersection of science, technology, and law.

The proceeds of the 5K Hot Trot are directed to providing scholarships, professional education resources, efforts addressing technologist certification and training standards, recognition in the workplace of technologist competencies, leadership development programs, and professional forums for presentations and discussion of timely topics along with networking.

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.

CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high quality and aligned to state standards; and to increase the percentage of professional - development and teacher - prep programs that include training on those curricula.

Second, à la the Shanker manifesto, efforts should be made [by the federal government] to develop all manner of tools, materials, lesson plans, professional development, curricula, and more that [the federal government determines] will help teachers implement the standards in their classrooms — and to help students master them [as determined by the federal government].

From a policy standpoint, the adoption of SEL standards, funding for teacher professional development, and the incorporation of school climate into measures of accountability are all potential levers (among many) to support empowerment efforts.

Silver Spring, Maryland (November 29, 2017)-- In an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

In an effort to bring financial education into additional classrooms and promote fiscal responsibility among high school students, we worked with Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, to launch Pathway to Financial Success in Schools, a standards - aligned suite of curriculum materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

Efforts such as capacity building, professional development, funding, standards, assessment, and accountability were discussed to identify points of leverage within school systems to promote deeper learning.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

As you design your curriculum, create your lesson plans, and pursue professional development opportunities, the NYSED offers these guidelines for helping you align your teaching efforts with the revised standards:

As educators face new standards and classroom challenges, they will find solutions for prioritizing school improvement efforts, working with difficult students, bringing joy into teaching and learning, and teaching vocabulary effectively in these new professional development publications.

She has been instrumental in facilitating professional development initiatives focused on standards - based learning and teaching, improved understanding and utilization of assessment data, interventions and differentiation that meets the needs of all learners, and strengthened efforts to ensure K — 12 literacy.

While she agrees that standards can help shape better teaching for all students, she warns that without careful attention to professional development and the impact of a school's «culture» on change efforts, standards could further penalize students who are already overlooked and underserved.

Therefore educators and policy makers in the Arab world should communicate these concepts pragmatically as well as theoretically, starting with formulating a new vision for education in the Arab World, a deep and continuous revision of their curriculums, setting standards for equal chances in professional development, and making serious efforts in creating an educational philosophy not only for gender equity, but rather for human justice.

There are a ton of education reforms and policies tackling this problem through things like charter schools, college - and - career ready standards, targeted professional development, wrap - around services and more — all efforts that have made progress to closing the Black - white achievement gap.

Our FAST intervention is based on what has been learned from research on effective professional development and directly addresses the shortcomings of past and present efforts at standards - based reform.

Through the efforts of these coordinators, District C's teachers had participated in previous professional development activities that prepared them to quite quickly begin weaving the content standards into their practice.

Competences and standards affect the professionalization of the workforce, the relevance of their initial training and continuous professional development, of mentoring, of monitoring and evaluation, and their improvement efforts.

Such system work includes developing state - supported and coordinated efforts in the areas of professional development, cross-model standards, data collection and evaluation, continuous quality improvement, and processes to deliver high - quality technical assistance.

Council of Chief State School Officers - The Council of Chief State School Officers works with chief state school officers, state education agencies, and others to support states in integrating early childhood, elementary, secondary, and postsecondary education standards, assessment, data, and professional development efforts.

CCSSO's Early Childhood Initiatives program works with chief state school officers, state education agencies and other partners to foster the healthy development, learning progress and school success of young children, birth to age 5, with a special focus on eliminating disparities in learning opportunities and outcomes for young at - risk children by supporting states in integrating early childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century education system.