Sentences with phrase «teacher development process»

A well - designed and clearly communicated teacher development process is essential for driving measurable and lasting change for schools, educators, and the students who learn with them.

The overwhelming majority said that the teacher development process was effective in: improving the achievement of their students (88 percent), their own teaching effectiveness (89 percent) and their job satisfaction (75 percent).

The funding will be used to make SunBay Digital Math as cost effective as possible, to improve instructional and teacher development processes, to recruit school districts to contribute to the scale and sustainability of the effort, and to identify and enable broad adoption of effective practices to introduce digital technologies into the classroom.

Not exact matches

It symbolizes a unity which is not simply a formal bond that circumscribes the unfolding of individual powers in an always equal manner, but rather a process of unified development which all individuals go through together [«On the Concept and the Tragedy of Culture,» by Georg Simmel, in The Conflict in Modern Culture, translated by Peter Etzkorn (Teachers College Press, 1968), p. 28].

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

Finding the right answers to these questions becomes more challenging when parents and teachers are concerned about issues like attachment and healthy development and do not want their discipline methods to undermine or sabotage these processes.

Sunbridge Institute's Waldorf teacher education programs work out of an understanding of education and human development as a process of self - education in community.

Does anyone recall that the Governor came in at the last minute of the SED regulation development process on teacher evaluations and asked the Regents for changes in the proposed regulations to include greater emphasis on test scores than the original legislation prescribed?

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

The papers also describe key decision points in the curriculum development process and how the pilot test data on student and teacher learning and classroom enactment were used to revise and improve the unit.

The internationally - renowned integrative medicine physician and human potential teacher, Dr. Mark, is going to teach you the foundations of his pioneering human development, self - realization process.

What is needed is a competitive certification process that establishes key criteria for entry into the teaching profession; gives public schools greater freedom to hire and fire teachers; and treats teachers like professionals and their schools like professional institutions by allowing them to tailor professional development to meet the needs of teachers.

In this philosophy, teachers facilitate inquiry - based learning, student development of knowledge and thinking processes, and student interaction and sharing of ideas.

Most teachers already incorporate skill building in their classes to some degree; however, taking time to discuss and actively engage students in the process will keep skill development at the forefront of learning.

At Bank Street College, teacher educator and director of research Barbara Biber extolled the virtues of a program that applied «the concept of the unified nature of cognitive and affective development... on the teacher - training level» and was based on «a process of integrating new knowledge with an old self.»

After the «professional development day» is over, how does a school or school district go about the process of moving teachers continuously in the direction of doing formative assessment digitally and creating a culture that accepts and consistently implements this approach?

Whether you are teaching librarians or teachers, your professional development needs to get all educators to understand that the process and meaning a student gets from making are the most important aspects to making and education.

Gore adds QTR is as much about the process of professional development and how teachers work together in ways that are supportive and respectful.

Their work may include designing processes, planning use of resources, leading professional development, providing observation and feedback, and offering instructional coaching, but they are not teachers.

In addition to ensuring Staedtler (UK) has input from teachers during its product development process, it also supports them via the «Teachers Club UK»; its online platform for primary school teachers to access free product samples, curriculum - linked teaching resources and competeachers during its product development process, it also supports them via the «Teachers Club UK»; its online platform for primary school teachers to access free product samples, curriculum - linked teaching resources and compeTeachers Club UK»; its online platform for primary school teachers to access free product samples, curriculum - linked teaching resources and competeachers to access free product samples, curriculum - linked teaching resources and competitions.

Throughout this process, teachers may feel that they are at the forefront of professional development while administrators may feel a little behind the power curve.

This process is often best done in collaboration with other teachers — it makes it more creative and you can share the development time.

The growing amount of educational exchanges and joint projects in between students, instructors, teachers, schools and diverse institutions in order to organize activities with similar goals and strategies contributed greatly to the development of common research, reflection and practices that enriched their work and created strong tights in the process of building human rights knowledge.

The real transition for teachers, the roadmap that colleges of education and the multi-billion dollar education professional development market are largely failing to draw, is developing the foundational element of student agency and ownership of the learning process that lies at the heart of a transformed learning experience.

Catherine Staveteig, a math teacher at MC2 STEM, described the teachers» collaborative project - development process (PDF):

The New York City Board of Education began training the city's public school teachers with the organization's professional - development workshops, called Schools Attuned, after the idea that schools must be better attuned to students» individual thought processes in order to help them.

The first responsibility of the licensure process is thus to make clear, through the development of standards, what the license stands for — indeed, what it guarantees about the knowledge, skills, and dispositions of the teacher who holds it.

When I talked with the teacher after class, he described the collaborative unit development process as deeply professional and engaging.

But it also guides the process with explicit standards and expectations for teacher performance, and it supports teachers with professional development linked to the standards.

JMBT: There is considerable criticism, which we share, of technocratic teacher development that fails to recognize the individual processes for each student and situation.

The real challenge lies in figuring out how to deliver relevant development opportunities for teachers in order to help them with continues professional development and training for making best use of the blended learning environment and smoothing the transition process from traditional to blended classrooms.

Data about student learning, demographics, school processes, and teacher perceptions are used to inform decision making, and extensive professional development is used to set goals, prioritize, and make appropriate intervention plans (Slavin, Cheung, Holmes, Madden, & Chamberlain, 2012).

This process has an additional intrinsic potential to offer practical professional development opportunities to every teacher that takes part in the process.

The Metro Nashville district in Tennessee began an intensive high - school - redesign process six years ago, and, about three years ago, officials there began developing an intensive professional development strategy to help high school teachers improve their work in project - based learning.

In this process of teacher development, we need to build communities amongst our teaching teams in which vulnerability is welcomed and people get to know each other's reasons for doing this work each day.

Let your teachers own their professional development process, particularly in creating their own interim assessments (see steps two and three).

It was only when the development of assessments began, and the U.S. Department of Education's (ED's) No Child Left Behind waiver process included clear requirements for evaluating teachers based partly on student test scores, that the unions began to balk.

Spencer - MacArthur Research and Development Program (1996 - 2001) Principal Investigator A Study to Analyze the Process, Conditions, and Policy Arrangements that Support Teacher Learning in a Successful Professional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional developmDevelopment Program (1996 - 2001) Principal Investigator A Study to Analyze the Process, Conditions, and Policy Arrangements that Support Teacher Learning in a Successful Professional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional development Teacher Learning in a Successful Professional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional developmDevelopment Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional development teacher - led research seminar in a teacher - initiated professional development teacher - initiated professional developmentdevelopment school.

Head teacher Toni Hilton says its important for her leadership team to keep abreast ofcritical aspects of the school's management and operations as well retaining an active participation in the process of self - evaluation and development planning.

The unpacking process led to building teacher capacity and understanding, and the development of plain language statements that classroom teachers could use to make accurate, fair and consistent judgements about student progress and achievement within and across teams in the school.

«Rather than following a more traditional professional - development model — where you take teachers out of their school or out of their classroom and «train'them and then send them back without follow - up or support — this is an entirely different process,» said Michael Patron, the headmaster...

All these developments, operating together in mutually reinforcing ways, will work to sap the organizational strength of the teachers unions, undermine their political power, and weaken their ability to block in the policy process.

This process begins with the highlighting of places, whether in the US or abroad, where teaching is seen as an attractive profession including sensitive and profession - appropriate measures of which candidates are promising; excellent training given over a number of years, without candidates having to acquire significant debt; placement of apprentice teachers in settings where they can be expertly inducted into the profession; expert and appealing professional development where teachers feel that they are continuing to acquire new and needed skills; and career paths that are multi-faceted and rewarding.

It took six years of debate, planning, and development of the standards and assessment process before the first group of teachers was certified by the National Board.

Over the past decade, numerous research reports have concluded that current teacher professional development and certification processes are outdated and ineffective.

They include the Gymnasia renovation process in Slovenia, which created school development teams based on the principles of the distributed leadership model, learning communities and the empowerment of teachers.

Middle school students, classroom teachers, scientists, and clinicians assisted the game development process.

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The Compass Advantage views education and child development as integrated processes nurtured through the collaborative efforts of parents, teachers, and out - of - school programs.

Every year since 2013, new teachers have transitioned into the school and every new cohort of teachers has attended the in - school, professional development to learn the process of peer coaching.