Not exact matches
Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and
teaches effective communication and collaboration skills
with families and other stakeholders focused on attaining equitable achievement for
students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of
students and achieve high levels of
learning for all
students; d) Develops a shared understanding among colleagues of the
diverse educational
needs of families and the community; and e) Collaborates
with families, communities, and colleagues to develop comprehensive strategies to address the
diverse educational
needs of families and the community.
Our portfolio includes many types of schools: schools designed for personalized
learning, using the best of technology and school design to customize
learning to
students»
needs; schools that are «
diverse by design,» undoing segregation; schools that
teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology —
with rigorous general curriculum, to capture the imagination of
students.
She
teaches a variety of courses in SDSU's teacher - credentialing program on elementary and secondary literacy in content - area instruction and supporting
students with diverse learning needs.
Students also learn to teach to a diverse student body through both the education of students with exceptionalities course and the nature and needs of gifted and talented students - you graduate with a truly versatile
Students also
learn to
teach to a
diverse student body through both the education of
students with exceptionalities course and the nature and needs of gifted and talented students - you graduate with a truly versatile
students with exceptionalities course and the nature and
needs of gifted and talented
students - you graduate with a truly versatile
students - you graduate
with a truly versatile degree.
Our
teaching and
learning model is particularly attractive to families of
students with diverse needs because it includes hands - on instruction that is highly differentiated.
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.
Frey
teaches a variety of courses in SDSU's teacher credentialing program on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting
students with diverse learning needs.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for
Learning (1999) E626: Developing Social Competence for All
Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically
Diverse Students (2003) E608: Five Homework Strategies for
Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping
Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping
Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for
Students with Emotional and Behavioral Disorders (2000) E564: Including
Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577:
Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning
Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of
Students with Severe Disabilities (2002) E609: Public Charter Schools and
Students with Disabilities (2001) E616: Research on Full - Service Schools and
Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of
Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for
Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579:
Student Groupings for Reading Instruction (1999) E621:
Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for
Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647:
Teaching Decision Making to
Students with Learning Disabilities by Promoting Self - Determination (2003) E590:
Teaching Expressive Writing To
Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize
Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal
Need to Know About Inclusion?
«Science Differentiation in Action: Practical Strategies for Adapting
Learning and
Teaching in Science for
Students with Diverse Needs and Abilities» This resource pack, of which two copies have previously been sent to all post-primary schools, includes worksheets, activities and ideas that teachers can use directly in the classroom.