One - on - one
teacher coaching generates meaningful improvements to both classroom instruction and student achievement, according to a newly published meta - analysis of existing research.
Not exact matches
As
teachers, principals and instructional
coaches develop and support this type of assessment in action (or instructional agility), concrete descriptions can help
generate the practical classroom approaches.
Our customized
coaching and experiential approaches lead
teachers to employ high quality learning practices and
generate desired achievement outcomes for students, their parents, and the community.
As the conversation develops among the students, the assisting
teacher can
coach particular students to help them
generate ideas and remain engaged in the conversation by providing a list of sentence starters or sticky notes where a student can jot down ideas before sharing.
Changing the common sense beliefs of
teachers about heterogeneous grouping effects on the learning of struggling students requires those providing leadership to bring relevant evidence to the attention of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and
coaching and to help
teachers generate «the kind of assessment information that will make the impact of tracking and detracking more visible» (Riehl, 2000).
We call our students trailblazers, and we're guiding their personalized learning pathways with real - time data
generated by digital tools, input from
teachers (learning
coaches), and self - reflections.