Sentences with phrase «sustained teacher improvement»

Our experience suggests these four key elements, when combined, can support sustained teacher improvement and student achievement.

Not exact matches

That new mindset must include supporting teacher collaboration, establishing clarity of purpose, providing ongoing feedback, creating conditions that allow educators to succeed, and sustaining improvement through the PLC process.

Given our incomplete understanding of the way students learn and teachers change their teaching, it is the only path to sustained improvement in U.S. education.

'13 students from cohort 1 completed residencies in Los Angeles and wrote related research papers: Maren Oberman («Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District») and Michele Shannon («Building Leadership Capacity: Los Angeles Unified School District») with LAU SD, and Katiusca Moreno («Cultivating and Sustaining Personal Leadership Development: Redefining Teacher Leadership at Teach For America in the Los Angeles Region») with Teach For America's Los Angeles office.

The question raised, but not answered, by Goldstein's analysis is how we might move away from the teacher wars and create the conditions for more sustained improvement.

His major message: The best way you [as principal] can make dramatic, sustained improvement in student achievement and teacher performance is by drastically increasing [your] time spent in classrooms.

-LSB-...] instruction, providing quality feedback to teachers, focusing our efforts on strategies that work (Hattie's work), sustaining this improvement work over time (years), ensuring the parents are informed and -LSB-...]

But no sustained improvement will occur without qualified and experienced teachers working together with the larger community to improve schools.

In particular, principals in more disadvantaged school settings are likely to need more professional development and support in their efforts to sustain practices and behaviors that will increase the involvement of others — teachers and parents — in the work of improvement.

Despite the best efforts of the teachers to provide leadership for their school, along with efforts by the district to establish formal teacher - leadership positions, the combined effects of frequent principal turnover and frequent teacher turnover made it impossible for this school to sustain any momentum in its improvement efforts.

Getting to a place where teacher leaders — and «regular» teachers — agreed to have their instruction observed, to debrief, and to focus on identified areas for discussion and improvement is central to building and sustaining a shared vision of effective instruction and for fostering a culture of continuous improvement.

This is key because while an outside partner may be able to jump - start improvement, local school leaders and teachers need the capacity to sustain it (The Century Foundation, 2015; Kaufman, Grimm, & Miller, 2012).

But the teachers» union conference backed calls for «sustained strike action» in support of schools seeking improvements in workload.

It is clear that districts making the most significant, systemic improvements in teacher instruction and student performance are those implementing practices evidenced by research to be essential and effective in not only generating gains, but in sustaining them.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Principals and teachers travel through three phases as their schools build high leadership capacity that sustains improvement.

Focused on a result of teacher empowerment as the means to sustaining an environment of continuous improvement, National Board Certification was the focus as a way to achieve that goal.

Teacher, parent, and student reports on individual school - quality indicators showed improvement in student safety and well - being, involvement, satisfaction, quality student support, focused and sustained action, standards - based learning, professionalism and system capacity, and coordinated team work.

The Deep Equity Process is built around the belief that school improvement for equity and social justice begins at the building level, is created and sustained by principals, teachers, and support staff, and is informed by students and their families.

The programme leads to sustained improvement in teachers» practice.

We look forward to working with the new Congress and Administration to implement ESSA in ways that promote local innovation, advance equity, and provide school leaders with the stability they need to effectively support teachers, students, and families in transitioning to the new requirements and, together, to accelerate and sustain improvement in the years ahead.

The Ounce is supporting instructional leadership in school - and center - based programs by helping leaders install systems of job - embedded professional learning and engage teachers in sustained supports for achieving instructional excellence and improvement.

Lifecycles of Educators: Essential School Staff Development: This issue examines the career directions of Essential school teachers and education leaders, focusing on professional learning communities to address the challenge of developing the capacity of educators and administrators to sustain success, create improvement, and start new schools.

Together, the Kickboard software and leadership coaching are pushing our schools to think differently about what makes students and teachers successful, how they can create stronger cultures, and how they can sustain this improvement over time.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

In addition to other factors that may play a role in a teacher's success — such as a teacher's enjoyment of teaching and motivation and inspiration to teach10 — developing expertise in any field requires intense, sustained, and deliberate practice designed specifically to maximize improvement.11 This is true for professionals as diverse as elite athletes, surgeons, 12 musicians, chess players, computer programmers, and scientists.13 Why wouldn't the same hold true for teachers?

At both Spruce and Dade Mr. Massey worked on numerous improvement projects, revising the means of providing student remediation for struggling students, implementing data - driven instructional strategies, and coaching teachers to sustained growth in the classroom.

This article argues for the recognition of the importance of talk among parents and teachers both as a research methodology and as a desirable outcome in creating and sustaining democratic communities that support school improvement.