Sentences with phrase «support at their instructional level»

Our goal in designing the Book Club Plus framework was to manage this dilemma (Lampert, 1985) so that all youngsters would learn to read with teacher support at their instructional level, and could practice comprehension skills and strategies in conversation and writing in response to age - appropriate literature.

Not exact matches

A basic class outline and instructional techniques for supporting a quality experience of therapeutic yoga for students at many different levels at the same time.

For example, EdNext identifies majority (but declining) support for Common Core, while PDK finds a strong majority opposed to using those standards to determine curricular and instructional decisions at the local level.

Drawing on research with teachers, principals and superintendents in three urban districts, the Rennie Center's brief recommends that policymakers at both the state and district levels provide teachers with more time and support for the integration of data into their instructional planning.

Old Dominion experts in school reform, math instruction, and instructional technology will collaborate with colleagues at Johns Hopkins University to develop technologies that reduce the level of dedicated local coaching support necessary to implement PowerTeaching i3.

(ii) Analyzing individual ongoing, child - level assessment data for all children birth to age five participating in the program and using that data in combination with input from parents and families to determine each child's status and progress with regard to, at a minimum, language and literacy development, cognition and general knowledge, approaches toward learning, physical well - being and motor development, and social and emotional development and to individualize the experiences, instructional strategies, and services to best support each child.

those students scoring at or above a scale score specified in subclause (3) of this clause but below level 3 / proficient shall not be required to receive academic intervention instructional and / or student support services unless the school district, in its discretion, deems it necessary.

By reviewing what is in place for PD at the district and building level, district leaders have an opportunity to make adjustments and add supports to ensure that the professional development provided to teachers results in improved instructional practices and increased student achievement.

No one likes to tell a seventh - grader that she's reading at a third - grade level, but without that knowledge, she won't be engaged to try harder with the right instructional support.

She has spent her career seeking solutions to close the achievement gap, in part by supporting the improvement of instructional practice at both the school and system levels.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andinstructional role; high levels of collaboration and co-learning)

Support best teaching and research - based instructional practices through dissemination and modeling at the preservice and inservice levels for both teachers and principals.

Project Look Sharp is a is a media literacy initiative out of Ithaca College, working to promote and support the integration of media literacy and critical thinking into curricula at all grade levels and across instructional areas.

While much of the time problem - solving teams focus heavily on individual student progress in order to make decisions about instructional supports, the annual spring data review is an important time to consider trends at the class, grade, and school levels.

At the structural level, content teachers and English language specialists should work together in professional learning communities to better understand their English learners» strengths and needs and to select or create instructional supports to address them.

+ 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.

Ballantine and Gaines Pell detail the instructional support the lab provides, through vocabulary study and guided reading in small groups; free reading time with books at each student's level; read - alouds of historical novels connected to content in students» humanities classes; and vocabulary instruction.

But since 2008, our educational community has implemented instructional practices and reading technology that enabled us to give Juan the support and motivation he needed to be performing at grade level by the beginning of 2012.

In this report, the authors, members of the Teachers Learning Collaborative, present the results of a three - year collaborative effort to create an innovative literacy curriculum framework that would support teachers» dual — and often competing — commitments in literacy instruction: (a) to make sure that all students have the opportunity to learn literacy skills and strategies with texts that are at their instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age level, even if the students are unable to read such materials without support.

«Leaders of professional learning at all levels of the educational system have the responsibility to support classroom teachers with opportunities to learn from using high - quality instructional materials designed for more rigorous college and career - ready standards,» said Jim Short, program director, Leadership and Teaching to Advance Learning within the National Education Program at the Carnegie Corporation of New York.

Our coaches support leaders in making changes in instructional quality and organizational capacity at the school and district levels to drive change that impacts students.

Another 300 teachers joined the TLI in 2014.55 All participating teachers learn skills associated with three kinds of leadership: instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy leadership, or how teacher leaders can influence policymakers at local, state, and national levels; and association leadership, or how teacher leaders can advance the goals of their local and national unions.56 When they return to their districts, these teacher leaders work to address leadership challenges that they identified through their training.

Teachers cite a lack of high - quality instructional materials that support students» language and academic needs, while at the same time providing the rigor to stay on grade - level.

Learn how Lindsay Unified School District in California uses blended learning to support its performance - based system of progression, an approach in which students move through instructional content at their own pace, advancing only once they have mastered all the standards from the previous content level.

Education is a sophisticated profession, not a craft, and it deserves proper research - based supports for its practitioners at the instructional level, at the systems level, and points in between.

Upon successful completion of a TASL academy, a leader will understand how to use multiple data sources to develop an integrated, self - reflective culture of learning and growth, supported by a clear mission / vision, that integrates shared instructional leadership at all levels.

These «Classroom Challenges» are ready - to - use math lessons that showcase Common Core State Standards in mathematics (CCSSM)-- aligned instructional planning at the lesson level and are designed to support classroom formative assessment in grades 6 — 10.

Funding can be used for purposes such as recruitment of bilingual teachers at the pre-school, elementary and secondary levels, on - going professional development for teachers, teacher coaches, establishment and support of language learning materials; instructional materials; and ongoing outreach to families and family engagement.

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

Women and Families Center (Meriden, CT) 5/2003 — 7/2004 Sexual Assault Crisis Counselor & Internship • Developed curriculum for autistic pilot program while supervising the implementation of camp activities and overseeing the proper placement of children within program activities • Hired, trained, and monitored support staff to ensure proper adherence to teaching techniques • Managed camp budget, including trip expenditures, to ensure successful cost - benefit relationship • Communicated effectively with parents and other interested parties regarding student behavior / progress Safe Haven of Waterbury (Waterbury, CT) 9/2001 — 7/2004 Family Violence Victim Advocate • Utilized a complex variety of instructional and assessment strategies while effectively implementing behavior - change interventions at both the individual and student level • Developed and integrated media and other technological aides to improve classroom experience • Facilitated and fostered constructive communication with parents and other interested parties • Created an effective and constructive «curriculum writing project»

Forensic Health Services (Waterbury, CT) 7/2006 — 6/2009 Clinical Supervisor • Implemented differentiated instruction while creating and applying Positive Behavior Support Plans to provide accommodations for students on varying academic levels • Fostered the development of parent / teacher relationships to promote further at - home learning strategies • Employed a wide variety of instructional and assessment strategies

Essential to this system are specialized instructional support personnel who collaborate with other educators, families, and community providers to identify needs and provide appropriate services at the individual, classroom, school, and district - wide levels.