Sentences with phrase «student voice in the process»

Sam exemplifies the value of including student voice in the process of educational change.

In addition, we are exploring how to engage students in this discussion, to authentically embed student voice in our processes.

For that reason, it's essential that any school or district looking to make shifts to their assessment system include student voice in the process.

Not exact matches

Students will be able to offer their own important insights to these questions, and they should have a clear voice in this process.

Suleika Cabrera Drinane, President and CEO of the Institute for the Puerto Rican / Hispanic Elderly, Inc., said, «From fighting on behalf of CUNY students in the 1960s to co-founding one of the most effective civil rights organizations in the country, Mr. Perales is a lifetime advocate for those whose voices are often shut out of the political process.

The organization aims to reduce or eliminate the use of high stakes testing, increase teacher autonomy in the classroom and work to include teacher and family voices in legislative decision - making processes that affect students.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

Kaizena allows teachers to leave voice notes on a student paper, making it easy to check in and comment on work during different stages in the process.

Like Nikhil Goyal, he exemplifies the value of including students» voices in the process of educational change.

In addition to incorporating student voice, the best thing I did was to make it very clear to both the students and the faculty that there were no preordained conclusions going into the process.

Again and again, in my work in high school, in college, and in graduate school, I have witnessed, encouraged, and helped students find their voices and tell their stories through the process of learning to write.

Student voice is an integral part of that process, because you've got to find out student perceptions of what teachers are doing in the class [and] how that's helping or hindering their learning.Student voice is an integral part of that process, because you've got to find out student perceptions of what teachers are doing in the class [and] how that's helping or hindering their learning.student perceptions of what teachers are doing in the class [and] how that's helping or hindering their learning.»

They provide a space where students can practice their academic voices and possibly come to the realization that writing is not an isolated process; it is a social interaction and part of a larger conversation in an academic community.

Mr. Wilson recommended scrapping the district's student - assignment system and replacing it with a process that would give parents a voice in choosing their children's schools.

Audio recording is one step in the writing process that gives some students the confidence and ease they need to let their voice shine through their writing.

Students can also have a voice in the process and offer direction by either leaving a note requesting feedback on a specific objective or using a tool such as Flipgrid for self - evaluation.

Through its April 2017 summit, the city has emphasized student voice and agency in the community engagement process.

It's about leveraging flexibility for the student — and thus empowering their voice and choice in the process.

Helping with interviews and hiring processes gives students a taste of the professional world and gives them a voice in school decisions.

In writing, teachers focus on supporting students with the writing process, writing across a variety of genres, using textual evidence in writing and discovering their voice as writerIn writing, teachers focus on supporting students with the writing process, writing across a variety of genres, using textual evidence in writing and discovering their voice as writerin writing and discovering their voice as writers.

We partner with educators and leaders in districts to develop strategies, processes, and tools that support personalized learning (PL) schools that tailor learning to address each student's strengths, needs, race, culture, and interests and give student's voice and choice in how, when, and where they learn in an effort to prepare every student to achieve academically and reach individual goals.

As part of a district - wide high school renewal initiative in Boston, MA, a diverse group of students were recruited and trained to gather information from their classmates and increase student voice in the change process.

Through the Meaningful Student and Family Engagement initiative, OKF increased district and school capacity to ensure the voices and priorities of over 500 youth and families of color were included in school improvement processes and reform efforts — including development of school plans, budgets, and policies at the district level and at three partner schools.

Participants in this program will become familiar with the process of implementing a personalized learning model in their classroom through dynamic engagement in student - centered activities from profile and pathway building to voice and choice of resources and assessments.

Student voice scholarship illustrates frustration with the lack of youth involvement in school change processes.

I and many others are trying to do our part — we teach about the efficacy of student voice and work directly with schools interested in including young people into school change processes.

The initiative's findings have to be deemed important enough to make it into the budgeting process for student voice to actually get used in Seattle's schools.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

As they reflected on the rewards of writing this book, the editors offered several benefits, which for the students included the opportunities to: Have their voices heard; see their names in print; realize they can have an impact on school practices, and; enjoy and learn from the collaborative writing process (p176).

And just because many of us are too young to vote doesn't mean we students can't have a voice in the political process.»

They also began to take students» concerns more seriously and to see advantages to including students» voices in the reform process.

When the words are narrated in the student's own voice, the process may also offer opportunities for auditory reinforcement.

Taking a whole systems approach to addressing that challenge, individual classrooms, whole buildings, or entire districts emphasize new designs, materials, processes, tools, policies, or any combination, in order to address multiple problems surrounding student engagement and student voice.

The process enabled them to answer questions they were uncertain about, give students a voice in their own learning, and take ownership of their own professional growth.

Where many previous conflict resolution programs in schools were adult - led and student - driven, restorative justice programs elevate student voice by increasing student agency through positioning learners as strategic owners of the entire process.

School climate is best evaluated with surveys that have been developed in a scientifically sound manner and are comprehensive in two ways: (1) recognizing student, parent, and school personnel voice and (2) assessing all the dimensions that color and shape the process of teaching and learning and educators» and students» experiences in the school building.

Any person who participates in a process of learning, including every single student in every classroom in any grade, has a voice that should be engaged in schools.

Teachers were active participants in the process and are looking forward to allowing students both choice and voice as they develop their literacy skills.

In the 2013 - 14 school year we organized youth around student voice and ensuring that students have a meaningful way to engage around the LCFF process (the new process for how schools are funded).

The event was an excellent example teachers acting as guides to provide greater student voice in the learning process.

Students may have a voice in the school leadership team, curriculum committees, teacher hiring, and iteration processes as schools continue to develop.

I notice the inconsistency of a student smile, the subtle shift in a reading habit, the nuanced voice in a piece of writing, and the way in which I can provide guidance and feedback to each student's learning process.

In addition to following the IPC and IMYC goals for technology, CMI implements the International Society of Technology in Education (ISTE) standards for students, which are designed to empower student voice, support learning as a student - driven process, and prepare students to thrive in a constantly - changing technological worlIn addition to following the IPC and IMYC goals for technology, CMI implements the International Society of Technology in Education (ISTE) standards for students, which are designed to empower student voice, support learning as a student - driven process, and prepare students to thrive in a constantly - changing technological worlin Education (ISTE) standards for students, which are designed to empower student voice, support learning as a student - driven process, and prepare students to thrive in a constantly - changing technological worlin a constantly - changing technological world.

• Efficient and effective use of technology • Student engagement and voice in the educational process • Teachers as facilitators and mentors • Integrated learning experiences, including makerspaces, genius hour, project - based learning, and online instructional strategies • 24/7 access to learning • What career and college knowledge, skills and dispositions are critical • Transforming the learning environment beyond the walls of the classroom and the defined school day schedule • Competency based curriculum to support mastery learning

Despite the passage of ESSA and the successes that were won, principals» voices remain important to the implementation process and will continue to be necessary in advocating for the best interests of students and schools.

These student - led presentations coach student voice and self - advocacy, with the family partnering in the assessment and goal - setting processes, negotiating expectations to balance student motivation with the appropriate level of challenge.

In fact, according to the Student Achievement Division at the Ministry, «in order for student voice to become an inherent process in the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.&raquIn fact, according to the Student Achievement Division at the Ministry, «in order for student voice to become an inherent process in the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.Student Achievement Division at the Ministry, «in order for student voice to become an inherent process in the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.&raquin order for student voice to become an inherent process in the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.student voice to become an inherent process in the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.&raquin the school system, principals (must) play a key role in honouring student voice and developing a school culture that promotes it.&raquin honouring student voice and developing a school culture that promotes it.student voice and developing a school culture that promotes it.»

Recently there has been growing attention in education reform literature on the benefits of using students» voices as a tool for actively engaging students» in the decision - making processes that effect their educational experiences.

FOCU's petition echoed the arguments put forward by the student occupiers: «The college has illegitimately been made to adopt the policy of tuition as a result of a top - down administrative structure that, from [its] inception, relied on disregarding the voices and contributions of students, faculties, and the community at large in vital decision - making processes.»

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /