Sentences with phrase «teacher classroom instructional»

Not exact matches

Video reviewers observe and assess the classroom and instructional performance of teachers from around the country, who send videos of themselves for review.

Although a common concern surrounding BIC is that teachers will lose crucial instructional time, Ms. Candelaria says breakfast time is learning time in her classroom.

Meals are picked up from a cart in the hallway, in the cafeteria, or directly delivered to the classroom where students eat breakfast while the teacher takes attendance, collects homework, or teaches a short lesson plan, so no instructional time is lost.

During my tenure, I worked as a Early Intervention Program teacher, a Curriculum Support teacher, a Special Instructional Assistance teacher, a Reading Recovery teacher, and a Kindergarten through Fifth grade classroom teacher.

Designed by Chicago Children's Museum's education experts, PWN provides teachers with engaging instructional strategies to introduce, reinforce and deepen the understanding of grade - level math concepts through innovative classroom activities, math work stations, and children's literature.

The other categories, for which one award each will be presented later this month, will recognize a classroom teacher for Instructional Excellence, an employee with a support role for Instructional Support and an employee or community member for Instructional Advocacy.

Early problems included addressing concerns about additional work from the custodial staff and teacher concerns that that in - classroom breakfast would take away from instructional time.

The research team measured teacher - child interactions at the start and end of the program using the Classroom Assessment Scoring System (CLASS), an observation tool with three components: emotional support, classroom organization, and instructional support.

There are many more instructional strategies that teachers can use to help students get the most from classroom technology — check out the Triple E Framework website for some examples.

On the site, I explain and demonstrate instructional and classroom management strategies; explore technology, books, research and professional development tools that can make us better; help teachers fine - tune the design of their materials; examine the emotional and social forces that impact the way we do our work; and conduct my own little grass - roots studies on topics that I think need more attention.

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

Most students now have access to computers and the Internet in their classrooms, nearly all students have access somewhere in their schools, and a majority of teachers report using computers or the Internet for instructional purposes.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

Instructional coaching empowers teachers to take risks and be innovative in the classroom.

The survey was conducted online in April, with participation from about 700 classroom teachers and school - based instructional specialists who are...

«Using technology in the classroom is becoming easier for teachers,» instructional technology consultant Jamye Swinford told Education World.

So also there it's a matter of making all of this part of a more integral approach to design of instructional systems, to teacher preparation, to the way we support and incentivise the use of technology in classrooms.

Starting a Critical Friends or Cohort Group to enable teachers to have structured conversations to help one another with instructional dilemmas and with dilemmas related to parents and classroom management

Andrew has been as a classroom teacher, instructional coach and online teacher.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

Each of the site's teacher - managed tools is available only to those identified by the teacher as essential to the instructional activities of the classroom.

Description The term classroom management refers to the procedures, strategies, and instructional techniques teachers use to manage student behavior and learning activities.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

Hampton High School initially received funds from the state - funded «Classrooms for the Future,» Pennsylvania's three - year grant program that gave schools technology equipment and required them to turn a classroom teacher into an instructional coach to help support technology use.

Prior to joining EdTechTeacher, Avra was first a classroom teacher and later the Instructional Technology Coordinator and coach for a K - 8 school district in Northern Illinois.

Teacher specialization also usually means that students move classrooms throughout the day (even if they stay with the same class of students), and these constant transitions can decrease instructional time.

2) How do teachers use textbooks and accompanying instructional materials in their classrooms?

Teachers are the instructional leaders of their classrooms.

The recommendation, exemplified through the worked example of The Brookings Soft Skills Report Card, is to use measures of soft skills that are naturally occurring, easily observed, at low levels of abstraction, relevant to the expressed mission and instructional goals of a teacher or school, and useful as feedback at the classroom and parental levels.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

His most recent paper, «New Technology and Teacher Productivity,» looks at how new instructional computer technology affects classroom teachers» productivity and job decisions.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninClassrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninclassrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

The same teachers might also weigh in with instructional feedback for tutors, based on what they are seeing in the classroom.

The state calculates the money associated with each teacher and instructional - support unit for every school based on four factors: the costs of teacher salaries, employee benefits, classroom support, and other current expenses.

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

Teachers need manageable technology that does not distract from teaching and learning; they need instructional coaches who can effectively use the footage for professional learning; and they need a supportive school climate for sharing challenging moments in the classroom.

Considering that as little as 15 percent of current middle school instructional reading is expository (Common Core State Standards Initiative, 2010d), adoption of the Common Core Standards means middle school teachers will need to increase the number of informational texts read in their classrooms.

Since the flipped classroom model moves teachers away from the «front of the room,» they have more time to interact with students and implement a wide variety of instructional strategies — including formative assessment.

Part of my job as an instructional technologist is to help teachers find great resources to use in their classrooms.

For this it is essential for blended classroom teachers to be familiar with a variety of instructional strategies, edTech tools, skills, and context to develop the right format of content.

«If teachers do not deeply understand their standards — or the instructional practices that are aligned with them — their instruction may fall short of helping students meet those standards,» observes the RAND Corporation's Kaufman, who, along with Lindsey Thompson and V. Darleen Opfer, found that Louisiana teachers demonstrated a stronger grasp of the Common Core standards and adopted more classroom practices that reflect them than did teachers elsewhere.

We expect to use the results of this research to shape both the Instructional Partnership Initiative, which makes innovative use of feedback from our teacher evaluation system, as well as other state strategies for classroom improvement in years to come.»

In general, the standards require teachers to know the content to be taught, to understand how students learn that content, and to have developed effective curriculum and instructional strategies for teaching the content and successful classroom management strategies.

According to faculty at JSIS, full - time, native - speaking teachers and instructional assistants in immersion classrooms play an important role in the success of the international school model, particularly in the younger grades.

They then are expected, in conjunction with teachers, to design and test teaching materials and instructional practices that can be applied in classrooms.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.