Sentences with phrase «teacher growth groups»

- Leader and teacher growth groups for Discovery groups — Adults leading groups

Not exact matches

My hope is that it will prove useful to participants in growth groups; to professionals (clergymen, teachers, youth workers, and school counselors,) who lead small groups as one part of their jobs; to counselors and psychotherapists who desire to give stronger emphasis to the growth approach in their groups; and to nonprofessionals who are in training to lead growth groups.

To utilize this opportunity, seminary teachers themselves need clinical training and growth group experiences to release their potential as creative teachers.

The «teacher's fellowship» should be among the most vital groups in a church, both in terms of interpersonal relationships and opportunities for growth.

In addition to classroom growth methods, schools should develop a variety of other small groups for students, led by qualified teachers, counselors, and school psychologists.

«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.

It behooves school administrators to make professional growth groups available to teachers who desire them as part of their continuing training.

Beginning with a growth workshop for key administrators and board members, encounter groups are subsequently provided for interested teachers, students, and parents.

Since the professional effectiveness of teachers, ministers, social workers, counseling psychologists, nurses, and psychiatrists depend so much on their skills in relating and communicating, graduate schools training them should make extensive use of growth groups.

Peter Knoblock and Arnold Goldstein report on the use of group interaction to overcome professional loneliness and to further teacher growth.

The growth group approach is a methodology for whole - person education by which teachers can increase their influence for growth.

Since some teachers prefer to attend growth groups completely unrelated to the schools, community agencies have an opportunity to provide such groups.

It provides significant resources for growth - oriented counselors, therapists, teachers, and group facilitators.

In the first four chapters I will highlight the conceptual tools from traditional therapies that I have found useful for facilitating growth in the lives of those with whom I have worked as coun - selor, therapist, growth - group facilitator, and teacher.

Relating the groups to accepted institutional activities — «Bible Growth Group» in a church or «Teacher Effectiveness Training» in an educational setting, for example — helps to keep them both relevant and accepted.

Anti-tax cap groups, including the state United Teachers, are disappointed in the Democratic - led Assembly's version of the cap, which keeps the 2 percent ceiling on the growth of taxes, but does include some narrow exemptions for pensions

A group of classroom teachers from schools with newly created teacher leadership positions told delegates how educators in the new positions are nurturing collaboration and professional growth among their colleagues.

Matt Pollard, Lead STEM Teacher at Paradise Creek Regional High School in Moscow and an enthusiastic advocate of the program expressed, «It's been fun to watch the growth of Science After Hours from a small loose knit group of friends and colleagues to a larger get - there - early - to - get - a-seat affair; its growth has been spectacular, warranting larger venues.

While suitable for intimate partners, this practice allows everyone to explore interpersonal dynamics in ways that nurture all of our relationships — making it a powerful tool for teachers and counselors, corporate groups, parents and children, and all individuals seeking personal growth.

Structured community and character development programs like weekly Circle gatherings and advisory meetings called pride groups are deeply ingrained in the schools» culture, and all students and teachers are expected to achieve fluency in the language of social growth and learning.

Professional learning communities (PLCs) or networks (PLNs) are groups of teachers that share and critically interrogate their practices in an ongoing, reflective, collaborative, inclusive, learning - oriented, and growth - promoting way to mutually enhance teacher and student learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006).

We believe that, particularly in light of the growth of online and blended learning, we are living in an era in which we can feasibly redesign school around students» needs and strengths and free up teachers to teach individual and small groups of students more often.

And so one of the things that our group is doing right now is we're engaging with teachers from all around the country, in fact all around the world, to try to learn from them what they're doing in their own classroom practice to instill a growth mindset in their students and to help students see intelligence, and to see their academic ability, as things that they can grow.

An instructional guide on the Ku Klux Klan developed for high - school teachers by the National Education Association (nea) has divided civil - rights groups over the proper way to depict the history and recent growth of the Klan.

And yet, by providing students with multiple formats and empowering them to take ownership of the process, the teacher supports not only their mastery of the content, but also their growth as independent learners — changing the way the group goes about doing its work.

In an effort to provide ongoing feedback to teachers during the course of the school year, measure annual student growth, and move beyond narrowly - focused bubble tests, the U.S. Department of Education has awarded two groups of states grants to develop a new generation of tests.

Releasing its «Excellent Educators for Each and Every Child: A Policy Roadmap for Transforming the Teaching and Principal Professions,» the group urges measures to strengthen the recruitment pipeline for teachers and principals; build robust preparation programs that ensure that future educators are profession - ready; and cultivate opportunities for continuous growth and leadership.

June 13, 2012 (Los Angeles)-- A day after a judge ruled the Los Angeles Unified School District must start incorporating student growth data into annual teacher evaluations, a group of Los Angeles classroom educators are proposing a unique framework for teacher evaluation that would include a mix of State and new, locally developed assessments as part of a multi-measured evaluation system.

Rather than distill a student's growth into a single number or percentage, we've leveraged our rich data about each student to provide teachers with classroom - level strategy group support, a real - time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student's prior knowledge.

What the group came up with in that all - important category of teacher and leader effectiveness is a plan to give those districts that have endorsed the state's Race to the Top application 13 months to create new teacher and principal evaluations that will, at a minimum, link 30 percent of job performance to growth in student achievement.

However, professional communities — and not just informal groupings of teachers — are clearly important to nurture and sustain generative growth (Franke et al., 2001; Nelson & Hammerman, 1996; Wilson & Berne, 1999).

Yet, again, when these systems are implemented in practice, 70 + % of teachers are assigned a school - level student growth score, meaning that all teachers in any given school who fall into this group will all receive the same score.

Additionally, teachers in the Achieve3000 user group administered the program's proprietary LevelSet ™ assessment, which evaluates students» individual reading levels using the Lexile ® Framework for Reading, as a pre-test at the beginning and as a post-test the end of the school year to provide a summative measurement of student growth.

The FastBridge Group Screening Report by grade level and by teacher, the Group Growth Report by grade level and by teacher, and individual student progress monitoring graphs are key tools for leaders to make sense of this year's data and map a course for next year.

A team of first grade teachers had identified students who had not made a year's worth of growth during kindergarten as a focus group with a goal of making a year's worth of growth, or more, this year.

SGP data are another tool that teachers can use to monitor group growth and focus resources where needed to improve outcomes for all students.

When creating a progress monitoring group for students receiving special education services, the teacher can use the default rate of growth in FAST ™ (usually 1.5 units a week) to determine what the goal should be.

The district and schools use the data to divide students into three tertiles — low, medium, and high achievers — and monitor which teachers tend to foster the most growth from students within each group.

The school looks at student growth data from standardized tests and considers what teachers believe will work best for a specific group of students.

The small group meetings are still the key though, not just for helping teachers achieve certification, but for providing valuable professional growth throughout the process.

The very existence of teacher - voice groups and their growth has been noted and has prompted union leaders and others to look more closely at their diverse missions and messages.

The Rutgers team will utilize surveys, focus groups, interviews, and an analysis of teacher practice and student growth data from the pilot districts to see how it's being implemented.

Available from the Center for the Future of Teaching and Learning (a new nonprofit group that supports teachers» professional growth), 335 Shake Mill Rd., Santa Cruz, CA 95060.

Leveraging Metiri Group's background in 21st Century learning and the learning sciences, our team is developing a collaborative, personalized professional learning environment that will lead individual teachers or teams through an initial needs assessment to formulate a personalized growth plan, guide them to research - based resources and strategies they can use tomorrow, match them with collaborative partners who share their interests and professional goals, guide them in redesigning units or lesson plans that support students» development of the cognitive skills that underlie entrepreneurship, and ultimately help them implement teaching practices that support personalized instruction that develops students» 21st Century skills.

Using data from surveys, focus groups and program observations in the summer of 2013, the reports listed below are intended to help education leaders and program providers understand specific strategies to meet time - sensitive priorities around Common Core preparation, students» social and emotional growth, and teacher and staff development.

Teaching with a highly teacher - directed stance (negatively related) and providing whole - class or large - group instruction were additional classroom characteristics related to students» growth in reading comprehension.

Students showed greater fluency growth when their teachers were more often observed providing small - group instruction, and less often observed teaching phonics.

Although conclusions about individual teachers can be highly sensitive to the test used for calculating value - added, value - added on state tests can be used to identify groups of teachers who, on average, have students who show different growth on alternative tests.

Carrie's commitment to transformational adult learning has enabled her to lead the growth of Mills Teacher Scholars from its original single group of 18 teacher scholars to its currenTeacher Scholars from its original single group of 18 teacher scholars to its currenteacher scholars to its current 18...

The Kirkland Group is blessed to have a team of instructional coaches who foster sustained teacher and leadership capacity as well as student growth and achievement.