Sentences with phrase «support instructional capacity»
Provide school - level or network - level professional development to support instructional capacity, assessment and content development in problem solving, numeracy, and specific math content
https://www.ziprecruiter.com/ Not exact matches
Another important factor is the investment that the most successful CMOs are making in building the capacity of their central offices, especially the focus on recruiting and developing talent, as well as building instructional support systems that are grounded in the use of performance data.
Supporting and mentoring the principal as instructional leader by focusing on the further development of core leadership capacities, practices and competencies;
Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.
Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.
The summer program for students has proven to be a useful vehicle for increasing staff capacity and providing support for the implementation of new instructional strategies.
We believe that the three elements of the Agency by Design instructional framework — looking closely, exploring complexity, and finding opportunity — are concrete capacities that support the development of a sensitivity to design, which therefore may be documented, made visible, and assessed.
During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.
Principals and teachers reported increasing efforts to develop the capacity of teachers to engage collectively in data analysis for instructional decision making, supported by but not dependent on other experts.
CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management systems, allow for more targeted professional development to support improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and improve learning.
To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.
Such online professional development approaches were found to provide effective teacher support for the adoption of new curriculum with geospatial technologies in science classrooms (e.g., see Fishman et al., 2013; McAuliffe & Lockwood, 2014; Moore, Haviland, Whitmer, & Brady, 2014) and can promote science teachers» pedagogical design capacity for effective instructional enactment (Bodzin et al., 2012).
In these ways, educative curriculum materials can promote teachers» pedagogical design capacity, or their ability to use instructional resources and the supports embedded in curriculum materials to adapt curriculum to achieve productive instructional ends (Brown, 2009).
The use of the coaching cycle, equity lens and a focus on developing and strengthening teacher capacity have become anchors in my «toolbox» and enable me to promote and support instructional shifts.
The initiative also provides support to increase the instructional capacity of teachers who are not yet eligible for certification.
Refine, redefine, or create new state systems of support focused on building the capacity of all districts in the state to improve instructional practice and student learning?
Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members
· Provide and support job - embedded professional development for teachers in building instructional capacity in the classroom.
Developing System - Level Capacity to Support Local Instructional Reform: The Case of One Large - Scale School Improvement Initiative.
New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.
The most effective implementations are developed in collaboration with the digital curriculum provider, who offers expertise and works closely with administrators and educators to design programs and instructional models that meet student needs and support and build capacity of the staff.
As the district prepares for the Common Core State Standards, this instructional design supports student understanding while expanding teacher capacity to plan for the kind of instruction needed for all students to achieve the Common Core standards.
By adopting free content, districts can channel funds toward supporting teachers in making key shifts in instructional models, which builds capacity and best leverages our strong curricula to improve student outcomes.
We supported the Consortium of Jewish Day Schools in its effort to strengthen instructional leadership capacity of early - career Jewish day school principals, by providing training and access to our Leadership Performance Planning Worksheet tool.
CORE offers many services and workshops to support the development of your internal capacity to lead and sustain lasting instructional change.
We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity of the district to assess, develop and support school leaders as effective instructional leaders and managers of teacher talent with an unrelenting focus on priority and focus schools.
By adopting free content, districts can use their resources to supporting teachers in making key instructional shifts, which builds capacity and fosters the best student outcomes.
Two examples in the report — one from Oakland and another from Los Angeles — show how district leaders, schools, and community partners integrate student supports that build both institutional and instructional capacity in and across districts, schools, classrooms, and communities.
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.
Mr. Fuhrman has also been selected to become an Instructional Facilitator for Sheridan Junior High School, to coach new teachers, build technology capacity, and provide insight and support to the teaching staff.
DTLI resulted in a blueprint for a comprehensive turnaround program for Texas that builds district capacity to support school improvement by strengthening four essential systemic levers: leadership, instructional infrastructure, support and accountability, and talent management.
In this role, she builds the capacity of instructional leadership teams and evaluates the instructional programs at supported schools to help school leaders align resources to improve student outcomes.
She has taught K - 12 English online, coordinated Title I after - school tutoring programs, served as a reading intervention teacher, helped plan & facilitate advisory programs, developed curriculum, supported teachers as an instructional coach, and served in several other leadership capacities.
For example, rural schools face uneven broadband access and infrastructure to support technology - based instructional tools as well as capacity challenges with small staffs in adopting what may be a radically different instructional orientation.
We develop their capacity as instructional leaders by supporting them in expanded roles as mentors, coaches and facilitators.
For over four years, Insight has partnered with the Syracuse City School District to support principals and grow their capacity as instructional leaders within their buildings.
Instructional leadership matters in creating the conditions that are necessary for supporting continuous professional growth and building instructioInstructional leadership matters in creating the conditions that are necessary for supporting continuous professional growth and building instructionalinstructional capacity.
Increased Instructional Capacity: Teachers used a more iterative process to design curriculum with varied influences from hands - on arts practice, learning support materials, and policy, rather than a linear backwards design process starting with learning outcomes.
Outcomes also include marked strengthening of district capacities in data, research, instructional support, organizational development, professional development, fundraising and corporate involvement, as well as extensive improvements in teaching and learning conditions, organizational support and alignment, school planning, and human resource practices.
They help school and network leaders design systems and structures that support Common Core - aligned instruction and build the capacity of schools to develop their teachers» instructional expertise.
Key principles include a broader accountability framework, with elements such as health, wellness, and discipline; language undergirding the role of community school coordinators; professional development that enables principals, teachers, instructional support personnel, and community partners to work more effectively with families, communities, and each other; and capacity building that supports community school partnerships and better aligns and coordinates programs.
About Catapult Learning: For nearly 40 years, Catapult Learning has been dedicated to improving academic achievement for students from Pre-K to grade 12, with a special focus on intervention for struggling learners, building teacher and instructional leader capacity, and supporting students who previously dropped out of school.
Our expert team of coaches are skilled at job - embedded coaching, individual or small audience support, and blended learning tools to support your capacity building, instructional practices, and organizational management initiatives.
Superintendents and other district - level leaders in academically successful school districts convey a strong belief in the capacity of school system personnel to achieve high standards of learning for all students, and high standards of teaching and leadership from all instructional and support personnel.
The purpose of this document is to increase Michigan's capacity to improve children's literacy by identifying a small set of research supported literacy instructional practices that could be a focus of professional development throughout the state.
The purpose of these essentials is to increase Michigan's capacity to improve children's literacy by identifying a small set of research - supported literacy instructional practices that could be a focus of professional development throughout the state.
Dr. Patty Maxfield supports school and district partnerships focused on building leadership capacity and instructional expertise.
They are: investing in instructional leadership within and across schools; investing in data - based practice; and increasing capacity, flexibility and support for school - level improvement.
Meena's capacity to strategically support the instructional, organizational and financial dynamics of school change is impressive, but even more remarkable is her ability to stay student - focused and rooted in evidence - based practices.