Sentences with phrase «subject area leader»

Positions like subject area leader or instructional coach are affording teachers the opportunity to continue teaching while also exercising their leadership ability.

Not exact matches

Our writers work with associations and trade groups, thought leaders, and subject matter experts in the areas we target to deliver best practices, trends, and applicable content on those topics.

Developed and reviewed by NIMH subject matter experts and thought leaders, these updates are designed to ensure that the NIMH's priorities continue to advance research across the Institute's four Strategic Objectives outlined in its 2015 Strategic Plan for Research, reflect the current state of the science, address gaps in research areas, and promote scientific discovery and service delivery.

Developed and reviewed by NIMH subject matter experts and leaders, these updates are designed to ensure that the NIMH's priorities continue to advance research across the Institute's four Strategic Objectives outlined in its 2015 Strategic Plan for Research, reflect the current state of the science, address gaps in research areas, and promote scientific discovery and service delivery.

As a leader in the primary STEM movement, Learning Resources will be championing the dedicated STEM area at the show and will also be supporting the event by providing a speaker on the subject of STEM in primary education.

School leaders can sometimes find it hard to recruit specialist teachers for certain subject areas and, as a consequence, end up asking staff to teach «out of field».

Suitable for all subject areas... you may never have to plan a plenary activity ever again, although don't tell your senior leaders I said that!

At any point in time, the leaders of a level 4 school can identify individual students» strengths and weaknesses relative to specific topics in each subject area.

By freeing up resources in those areas, education leaders can direct more resources to other subjects and students.

Johanson et al. (2001) used comparison groups of mathematics and science students to look at student attitudes towards these subject areas; Shanahan et al. (2006) compared results on state tests in mathematics of students of teacher leaders with average student scores at the district and state levels.

Additionally, it explains how funds may be used to provide incentives to recruit effective school leaders and educators in these subject areas.

This was particularly so in settings where district leaders mobilized the development of districtlevel curriculum content and performance expectations across all areas of curriculum (not only in externally - tested subjects).

The theme of hands - on activities contributing to the development of teacher leader knowledge was found in studies in mathematics and science and all grade levels, indicating that this was considered an appropriate strategy for a teacher leader preparation programs regardless of the subject area or grade focus.

As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.

Holding family group meetings by grade level, subject area and area of interest where teachers and school leaders can share information effectively, allow families to meet one another and ask questions, and grow a shared understanding of the school's goals for student learning.

Findings from across these studies suggest that teacher leaders are more likely to provide instructional support when leading teacher teams within their subject area focus, although the form of instructional leadership may be influenced by subject area.

Findings from this set of studies indicate that teacher leaders provide support to classroom teachers through designing and / or facilitating professional development and that this practice occurs across grade levels K - 12 and subject areas.

Continued investigation is warranted into if and how collaboration between principals and teacher leaders is affected by subject area.

Little (1995) reported that teacher leaders who led teams of teachers organized around subject areas derived their authority from their subject area affiliations and were better positioned to provide instructional support than teacher leaders who led interdisciplinary teams.

Spillane et al. (2001) and Bliss (1999) examined the relationship between subject area and the teacher leader practice of designing and / or facilitating professional development.

Few of the studies were designed to investigate the role of subject area (i.e. mathematics or science) in the shared work of teacher leaders and principal, indicating an area for future research.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

These studies provided some evidence that teacher leaders utilized teams to provide instructional support to classroom teachers, particularly when the team had a subject area focus.

An additional study, by Spillane et al. (2001), provided some evidence that teacher leaders and principals may be more likely to collaborate in some subject areas than others.

These studies found that teacher leaders tended to reproduce in their practice the model of preparation they had received: the proportion of time in the preparation programs devoted to subject area content, pedagogy and leadership corresponded with the time that teacher leaders spent in these areas in their work with teachers.

This study suggests that the role of teacher leaders in teacher - teams may vary by subject area, although Bliss et al. (1995) did not discuss the possibilities for this variation among teams in different subject areas.

There is some evidence that teacher leaders provided more effective instructional support to teams that were focused on specific subject areas than to teams with an interdisciplinary focus.

School teams should include the principal and other instructional leaders, personnel from the guidance department, and grade - level or subject - area teacher representatives.

States and districts should establish performance appraisal frameworks that recognize improved teaching as the collective responsibility of principals, assistant principals, teacher leaders, teachers, and district office personnel utilizing subject - area and grade - level specialists to enrich the appraisals and more effectively guide subsequent professional development.

At the same time, program leaders noted that including members from multiple subject areas can provide a broader perspective, interdisciplinary connections, and more consistency in instruction and assessment practices across the school.

In addition, McCrory's budget contains a multi-year proposal that creates «Career Pathways» for teachers who teach in hard - to - staff schools, who teach subject areas that are highly valued by the marketplace and who serve as leaders and mentors in their schools.

Master Teachers and Instructional Leaders will work in and across schools to drive improvements in teaching effectiveness in their subject areas.

To express concern regarding the difficulty of school leaders to staff teaching positions in certain subject areas and geographic regions, and to offer policy recommendations that will help ensure each student is taught by highly prepared and effective teachers.

As a member of the task force, I am excited for the opportunity to join my colleagues in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices, high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards in all core subject areas, which will ultimately lead to increased accountability and academic success for all.

She advocates that instructional leaders integrate the three practices into professional development for content - area teachers, instead of inundating content - area teachers with an array of textbook - reading strategies that might not be relevant to their particular subject areas.

The selection of the leader of the electronics laboratory was strategic: This person's expertise was crucial for promoting this subject area; staff members elected him unanimously.

To sustain the success of this collaboration, subject area supervisors and teacher leaders will identify new critical topics each year.

Structured as a typical school day (with each period devoted to a different subject area), this workshop is designed to provide school leaders with the most up - to - date information about STAAR.

At the same time, the district is investing in professional development to retain effective school and classroom leaders and paying for assessments so existing teachers can be licensed in needed subject areas.

The first six Leaders will join you at subject - matter tables located throughout the room to discuss their particular «areas of expertise» and answer questions from attendees.

It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers — in all the relevant grade levels and subject areas — with valid, useful advice about their instructional practices.

The second set of Leaders will join you at subject - matter tables located throughout the room to discuss their particular «areas of expertise» and answer questions from attendees.

«We identify and empower teacher leaders who want to grow their subject area knowledge and deepen their understanding of workforce skills to influence and motivate their students, peers and the broader community,» said Dr. Elaine Franklin, director of the Kenan Fellows Program for Teacher Leadership.

Christine Valenti, the team's T3 leader, helped focus her team on the school's ambitious math and reading goal: increase the median Student Growth Percentile on the Massachusetts Comprehensive Assessment System to 60 or above in both subject areas.

«If you are a nonfiction writer, you also need credentials — expert status or to be thought of as an authority or thought leader in your subject area.

My practice is all about being a thought leader, so cultivating people who write articles in your subject area is an important task,» Goren says.

As one of the most distinguished and noted leaders in the crusade to raise the level of legal writing I hope you accept this request and prepare an overview of the subject area.

Helps you establish yourself as an industry subject matter expert and thought leader within your area (s) of expertise.

Thought leaders and subject matter experts in your industry or area of expertise, that know you and your work.