Sentences with phrase «teacher leaders in»

Teacher leaders in schools with histories of failure must work with school leaders and faculty to foster a culture of continuous improvement.

There are now 23 teacher leaders in the school district, all receiving compensation for their work.

We support our teacher leaders in building their capacity to lead and sustain collaborative inquiry communities at their sites.

When a group of coaches working with an initiative of Teach Plus called Turnaround Teacher Teams (T3), which supports cohorts of teacher leaders in struggling public schools, came together to determine what supports the leaders they were guiding needed in order to be change agents, they realized this was the real question.

Professional development is also provided to teacher leaders in the content areas that local reforms focus on, as well as in change process strategies.

Lori Smith (left) and Heather Hobbs (right), two teacher leaders in the Kingsport City Schools district, participate in a Common Core training session in Kingsport, Tenn..

The first was interviews with Principal Investigators of a number of NSF - supported MSP projects, gathering insights from their experience working with teacher leaders in various capacities.

Over time, we support our teacher leaders in assuming responsibility for leading and sustaining the collaborative inquiry communities we have established at their sites, with the aim of teacher leaders becoming independent drivers of the work by Year 3 and beyond.

Teacher leaders in our programs use TALENT to capture video artifacts of professional learning and instruction as they implement and reflect on their instructional development.

She supports three groups of teacher scholars: the teachers at Anna Yates Elementary in Emery Unified who are focusing on academic discussion across all grades and disciplines, TK - 8; a cross-district team of Berkeley Unified music teachers investigating how to support students of color in pursuing musical education beyond the elementary years; and a group of Early Childhood Education Teacher Leaders in Berkeley Unified who are leading their colleagues in Professional Learning Communities with a focus on Social and Emotional Development.

After transitioning to instructional coaching, Nick supported teacher leaders in their implementation of a drastic rewrite of the district curriculum and assessment plan while working toward a successful school turnaround.

Carr has extensive experience working with administrators and teacher leaders in grades preK — 12 in highly interactive and engaging ways; though as a former middle school teacher, she has a special affinity for work at that level.

Teacher leaders in our cohorts were the ones who stepped up to share their experiences and stories, who took risks, and who encouraged colleagues to think outside the box.

The analysis uses quasi-experimental methods to compare the performance of teacher leaders in the Fellowship and the teachers they mentor to comparable teachers in the state.

Additionally, we have an LDC «trainer of teachers» training session to provide a cadre of teacher leaders in your school or district who can continue to sustain and scale the work of LDC.

Mr. D'Alfonso also made sure I was connected with other teacher leaders in the school - including two Black men who had teacher leadership roles in the school.

Specifically, your donation will be used to grow, develop and nurture teacher leadership through providing unique professional growth offerings, more opportunities to engage teacher leaders in policy and leverage and maximize existing work and impact with teachers, other education partners and stakeholders.

O'Hara credits this turnaround to careful cultivation of teacher leaders in his school.

New Leaders shares lessons learned from its experience developing high - impact teacher leaders in a post on the National Association of Secondary School Principals blog.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

Principals» and teacher leaders» professional learning should involve opportunities to practice new skills and give immediate, thorough, and data - driven feedback.35 Some school systems have invested in specialized coaching for teacher leaders in developing and delivering high - quality, actionable feedback.36 With the support of professional development providers, such as Teaching Matters in New York City, these districts now recognize teachers who have mastered providing feedback as a component of professional learning with «micro-credentials» or «digital badges.»

Another aim is to support our NBCTs into becoming teacher leaders in their local school districts.

Jan started with a small group of teacher leaders in the school.

Inspired Teaching helped lead this important conversation, building upon Inspired Teaching's work with Teacher Leaders in SCALE: Science Curriculum Advancement through Literacy Enhancement.

As part of this effort, the sites will recruit National Board Certified Teachers (NBCTs) as teacher leaders in high - need schools, particularly in the STEM subjects.

Work under the best teacher leaders in the district.

In addition, some teacher leaders in formal roles encounter resistance from colleagues, who question whether this teacher (particularly if he or she is young) has greater expertise.

Do teacher leaders in your school mainly fill the traditional roles of department chair or grade - level representative?

I'm collaborating with amazing teachers and teacher leaders in developing the program I wish I had to prepare me for teacher leadership!

«Developing Teacher Leaders for Increased Student Learning»: Led by education consultant Wil Parker, this institute will examine how high teaching standards and effective instructional strategies can produce teacher leaders in urban school districts.

He has provided creative and purposeful solutions to state departments of education, superintendents, principals, curriculum directors, the CCSSO, and teacher leaders in over 100 urban, suburban, and rural school districts in the US, Canada, and Central America.

Districts should train teacher leaders in supporting unique student populations and integrating technology to ensure district - wide equity.

Budge also served as a Washington State Distinguished Educator / School Improvement Specialist, providing training and consultation to superintendents, central office administrators, building principals, and teacher leaders in schools spanning grades preschool to 12 and varying in size, demographics, and geographical location.

MASSP's training programs are focused on training and supporting administrators and teacher leaders in fully implementing annual educator evaluations ethically and with fidelity.

Beginning in 2013, Leading Educators worked with Denver Public Schools (DPS) to deliver a series of trainings for DPS - identified teacher leaders in new, differentiated roles and developed cohort - building activities during year one of the district's Teacher Leader Teams pilot.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

The Center supports the professional development of educators as they work to become teacher leaders in their schools and assist their students in achieving the high standards that have been set.

Supporting teacher leaders in implementing weekly professional learning to build their capacity as designers and facilitators of adult learning.

They will have the opportunity to practice delivering these cycles with the network of teacher leaders in the room, preparing them to lead their teams with confidence from day one of the school year.

Over the next two and a half years, the Leading Educators grew to serve more than 45 Teacher Leaders in 24 public and charter schools with the support of the Memphis Education Fund, the Fleetwood Foundation, and the Walton Family Foundation.

She also coaches principals, assistant principals, and teacher leaders in the Cahn Fellows Program for Distinguished Leaders.

• Teacher leaders in language arts, mathematics, science and social studies work closely with the staff and administration.

Oehrtman et al. (2009) found that teacher leaders in mathematics and science with strong content area expertise were more effective in facilitating professional development to improve teachers» understanding of pedagogy than teacher leaders without such expertise.

This study suggests that the role of teacher leaders in teacher - teams may vary by subject area, although Bliss et al. (1995) did not discuss the possibilities for this variation among teams in different subject areas.

Teacher leaders in another MSP used a classroom observation checklist to focus the observer's attention on the lesson's content and students» engagement with that content.

Gillis et al. (1991) and Moore (1992) considered the frequency with which teacher leaders in science designed and / or facilitated professional development compared to other forms of support for teachers.

The generalizability of these findings is limited, as participation in the study was voluntary and therefore may not be representative of teacher leaders in general.

As a result, the staff nominated particularly strong and well - respected teachers to serve as teacher leaders in mathematics and science.

Bliss (1999) found that teacher leaders in mathematics were more likely than teacher leaders in science or English to be engaged in instructional leadership practices, including providing professional development for teachers.