Sentences with phrase «sustaining teacher learning»

The article gives practical suggestions for planning and sustaining teacher learning communities.

The potential for conversation and storytelling to sustain teacher learning (Rust, 1999) is rare during a teacher's first year.

Dr. Wiliam offers practical techniques to embed formative assessment in regular classroom practice, and illustrates the value of sustained teacher learning communities (TLCS).

How can educators create a collective method of professional development that results in the genuine, sustained teacher learning essential to improving student achievement?

Not exact matches

As a member of a vibrant and recovering community, as a teacher of gentle and restorative yoga, as a student and soon to be master gardener, the knowledge and application of ayurvedic principals could enable me to grow and teach others to grow our own food; to amend our flooded and sewage damaged soil for growing edible foods; to learn and teach others to eat seasonable foods that will sustain not only our bodies, but provide for others.

Teachers at Loudoun County School Division had a thoughtful conversation about the power of sustained inquiry, which is based on questioning skills, and how student reflection was critical to learning.

As expert Alec Couros (2010) notes, it's through these online learning communities, teachers can «form and negotiate the connections they need to sustain long - term learning for themselves and for their students.»

Teachers are more likely to use technology in ways that promote student engagement, inquiry, and self - directed learning after receiving in - depth and sustained professional development in technology integration (Law and Yuen, 2006; Innovative Teaching and Learning Research, 2011; Bebell and O'Dwyer, 2010; Ertmer and Ottenbreit - Leftwichlearning after receiving in - depth and sustained professional development in technology integration (Law and Yuen, 2006; Innovative Teaching and Learning Research, 2011; Bebell and O'Dwyer, 2010; Ertmer and Ottenbreit - LeftwichLearning Research, 2011; Bebell and O'Dwyer, 2010; Ertmer and Ottenbreit - Leftwich, 2010).

I also wanted to know whether their learning was solitary and self - sustained, maybe even secretive (the stealth learner), or whether it was being supported by mentors, teachers, or coaches.

This student - teacher bond is more challenging to develop and sustain through online learning, which by its design is constructed through distance and the tubes of the Internet.

It describes the relative availability of such opportunities in the United States as well as in high - achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

Give to the Dean's Venture Fund, providing seed funding to teams of faculty to launch promising research initiatives, whether related to creating and sustaining successful schools and school systems, reshaping how students learn and teachers teach, or breaking down barriers to access and opportunity.

Personal best goals were correlated with a range of positive variables at Time 1; however, at Time 2 the effects of personal best goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time 1 factors, suggesting that students with personal best goals show sustained resilience in academic and social development.

Developing systems that support teachers in sustained professional learning and refinement of teaching practice is perhaps the single most important way to promote student learning and educational opportunity in schools or districts.

However, for teachers to engage in deep, sustained professional learning experiences of this kind, they need mechanisms to de-privatise their practice and opportunities for sustained collaboration within the contexts of their everyday work.

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.

According to the Common Good authors, Catholic high schools — and many believe that this applies to elementary schools as well — «manage simultaneously to achieve relatively high levels of student learning, distribute this learning more equitably with regard to race and class than in the public sector, and sustain high levels of teacher commitment and student engagement.»

Her professional interests lie in the areas of English language teaching & learning, teacher efficacy, professional development, teacher education and creating and sustaining culturally responsive learning communities.

Our grant work thus far has reinvigorated our teachers through sustained professional learning, and provided our students with increasing opportunities to connect their work in the classroom with their passions in the world.

Teachers, bureaucrats and principals must sustain their commitment to actively contribute to the critique and reconstruction of teacher preparation, and be central to, course design and accreditation, the delivery of the course and the assessment of impact of programs on student learning.

«Professional development needs to be sustained, it needs to be coherent, and teachers need to be supported as they try to enact what they're learning in the classroom,» says Nanette Koelsch, senior research associate with WestEd, a nonprofit research, development, and service agency.

Sustain and evaluate In order to effectively address pupils» learning needs, teachers need to keep practising, adapting and refining their new ideas regularly, for at least two terms and ideally longer.

Whilst teaching pupils provides rewards, teachers also require ongoing support from within the school in order to motivate and involve them in further learning, which in turn sustains learning within the classroom to make it engaging and exciting for the pupils.

Our approach to teaching and learning makes classrooms and schools engaging places where students and teachers work together to sustain high levels of success.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Teachers as Owners: A Key to Revitalizing Public Education demonstrates how being an owner rather than an employee can give teachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning commTeachers as Owners: A Key to Revitalizing Public Education demonstrates how being an owner rather than an employee can give teachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning commteachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning communities.

Fragmented and contradictory policies diverted teachers» attention, provided little or no support for the type of professional learning they needed, and made it difficult to sustain the very promising reforms taking shape in individual schools or clusters of schools (Cohen & Spillane, 1992; Goertz et al., 1995).

Because this approach follows John Dewey's suggestion that the teaching and learning process should attempt to solve real - world problems during the course, it is hypothesized that preservice teachers would be more likely to put forth a sustained effort in the instructional planning process (Dewey, 1916).

Thus, sufficient time within a preparation program (and beyond) is needed to build and sustain a culture of ongoing, professional learning among teacher leaders, such that teacher leaders can draw on their own experiences in promoting a similar culture among teachers with whom they work.

In her District Administration article «Sustainable Professional Development,» Susan McLester includes substantial information about the creation of learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills, practices, programs and methodologies they want to implement.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

It takes a village - Teacher leader preparation programs should sustain learning among teacher lTeacher leader preparation programs should sustain learning among teacher lteacher leaders.

The teachers they observed teaching for meaning wanted to give children more responsibility for learning, wanted to provide academic tasks that asked more of students, and sustained engagement in learning among children.

The newly discovered power among ordinary teachers and students, not only to learn, but also to teach, has proved to be the major force to sustain and spread tutorial networks in the school system.

Meaningful Student Involvement encourages, fosters and sustains learning among adults — including teachers, principals, counselors and other education staff — as much as students themselves.

Teacher coaching is considered a highquality professional development opportunity that emphasizes job - embedded practice, intense and sustained durations, and active learning (Desimone, 2009; Russo,

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Three areas of interest emerge from that research: teacher knowledge, skills and dispositions; professional community (schools as a collective enterprise); and program coherence (clear learning goals sustained over time).

These teachers think and act creatively to navigate and overcome seemingly insurmountable obstacles, increase the time and resources available for student learning, and sustain their efforts over time.

Helping districts identify and establish the enabling conditions key to building and sustaining high - quality professional learning systems for teachers

In addition, the teacher learns from the artist, and he / she can help sustain the work of the artist when the residency ends.

Strong teachers are essential to creating and sustaining vibrant learning communities.

The authors recommend that teachers ask the question, When are students most likely to be interested enough to overcome the predictable boredom that occasionally haunts almost any sustained act of learning?

Administrators who are the most successful at overseeing positive student learning outcomes create, support, and fight enthusiastically to sustain time for teachers to work together at mentoring, analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.

Professional Learning And Networking in Computing, a free set of sustained professional learning opportunities available to all Computing teachers in SLearning And Networking in Computing, a free set of sustained professional learning opportunities available to all Computing teachers in Slearning opportunities available to all Computing teachers in Scotland.

That's why Learning Sciences Dylan Wiliam Center is committed to providing teachers with powerful, sustained professional development in Strategic Formative Assessment that will help them monitor, modify, and improve their classroom instruction.

By fostering a dialogue among all 4,000 BIE teachers and supporting aspiring teachers in their pre-service training, the initiative builds a self - sustaining culture of professional learning and peer support.

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.

Together the four supports we've identified — structural, cultural and social / emotional, learning and process, and teacher ownership / agency — have potential to create and sustain inquiry communities.