Sentences with phrase «teacher participants through»

The researchers gathered data from artist and teacher participants through interviews and observations.

Not exact matches

18 hours of CEUs available for those registered with Yoga Alliance This course does not prepare participants to apply as a Registered Children's Yoga Teacher through Yoga Alliance.

It was while attending Yoga retreats with acclaimed Iyengar Yoga teacher Patricia Walden that Leslie, through Walden's inspiration and guidance, began to develop chanting sessions with fellow participants.

NOTE: Though it is not necessary to have completed an adult yoga teacher training, it's strongly recommended that participants have experience with yoga postures and alignment through their own practice.

Each participant has a mentor who is trained in the program model and can assist the beginning teacher in working through the ten events.

Teachers» commitment to equity also came through in how Forum participants embraced learning - science and pedagogical innovation.

Through observation, evidence collection, interpretation, and information sharing, participants will learn how to produce a record that students and teachers can use to build self - awareness and guide instruction.

This is what I heard at CTL: teacher and students co-creating knowledge through book discussions, writing conferences, and project - based learning pushing towards dual humanization — empowerment and personal betterment for all participants.

As well as delivering the internationally - recognised teacher training qualification, the Certificate IV in Training and Assessment (TAE40110), each participant had a personal coach for mentoring and an additional subject matter expert «buddy» to guide them through class work and activities, it stated.

«What U.S. participants realized through the conversation is that we have a shared interest in seeing whether the role of the teacher could become stronger and more fully developed with a set of career options that are more in line with what schools need today,» Johnson said.

As part of the Strategic Data Project's (SDP) first Institute for Leadership Analytics, participants spent four days examining student achievement data as a means to understand students» progress through high school and into college, and patterns of teacher effectiveness.

Members are encouraged both to share and benefit from the experiences of others, participants can access mentoring and collaboration between teachers throughout the state, facilitated through the simple and easy Yammer site.

The latest cohort of trainee teachers to pass through the School Direct scheme had only 8 % of participants from a non-white background.

Domain I training provided by Learning Sciences International takes participants through a series of activities and training to help teachers self - reflect about their personal use of the 41 categories of instructional strategies and helps supervisors identify these strategies in use.

The 2009 — 2010 SIATech Induction participants and New Teacher Cohort participants engaged in exploring aspects of their teaching through these inquiries.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Data were collected from November 2004 - February 2006 through an online Annual Performance Report in which grantees provided project - level characteristics and outcomes, eight case studies of grantees, a participant survey of teachers of record, and interim evaluations submitted by grantees.

Through the reflections of New Hampshire Performance Assessment of Competency Education (PACE) participants, Clara explains the power of teachers who become outliers and collaborate to improve student learning.

Both Gov. Andrew M. Cuomo and his predecessor, David A. Paterson, dealt with the problem of rising pension costs by pushing systematic changes through the legislature, including hikes in the amounts of money that teachers and other pension plan participants must contribute from their paychecks.

Through conversations with students, teachers, and administrators, participants will witness first - hand how a culture is created that supports students as they acquire deeper learning competencies in real - world settings that lead to career - and college - readiness.

Utilizing the features of Charlotte Danielson's 2013 Framework for Teaching, participants develop skills in collecting and analyzing evidence for teacher evaluations or walk - throughs to enhance improvement.

The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates» understanding of VS through an examination of the participants» and a researcher's reflective journals.

In the early learning modules (Modules 1 - 3), the course focused on introducing the participants to the concept of VS through reading reports and documents pertaining to topics such as the national vista of VS, online teaching skills, misconceptions, responsibilities of a VS teacher, and legislative issues.

Lucy Rose, a participant in Teach First's innovation series, explained to delegates how through her flexible teacher talent project, she and her research partner Lindsay Patience hoped to find ways to keep teachers in the profession who might otherwise leave for good.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

In this training, participants will engage in high - quality, professional conversations and hands - on learning experiences designed to support Board - certified teachers interested in supporting candidates through the National Board Certification Pre-Candidacy course.

Through diverse incorporation of the fundamentals of language, peace education, and practical life participants can learn to establish, develop, and continue to enhance the relationship among parents, students, and teachers.

Participants were selected through a purposeful, criteria - based sampling that identified teachers who were comfortable with instructional uses of technology, yet were inexperienced using PBHI strategies and practices.

Images from Teacher Fellow Amy Dobras» workshop, «Agency by Design 101: Parts, Purposes, & Complexities,» in which participants collaboratively took apart an object through the usage of a core Agency by Design thinking routine.

Finally, the high level of collaboration between PK - 12 schools and postsecondary participants to improve the quality of teacher education preparation through the GOALS model validates the potential of this teacher preparation approach.

Participants from Title, School Improvement, Teacher Quality, E-Learning, Special Ed and all areas of curriculum worked through the LAUNCH!

The courses for leaders guide participants through the creation of a road map for the district while learning how to effectively support teachers in these new modalities.

Second, the participants» teacher education programs were infused with cultural awareness of difference from the introductory crosscultural studies course they would take their first semester through their last English as a second language course they took just before participating in the simulation.

Measures that addressed the steps in the certification pipeline that teachers progress through provided a focused way for participants to understand the effect of their improvement efforts, to discuss specific problems that could be targeted for action, and to share improvements that had worked to solve those identified problems.

Profound Gentlemen also prioritizes other components of the teacher pipeline to increase retention of these teachers, especially through induction programs that develop participants» teaching skills and increase student academic performance.80

The Teacher Leadership Initiative, or TLI, is a partnership between the Center for Teaching Quality, the National Education Association, and the National Board for Professional Teaching Standards to recruit, prepare, and support the next generation of teachers to lead the profession.54 Through the initiative, participants engage with an interactive curriculum designed and facilitated by expert teachers.

Participants walk through the program steps from both teacher and student perspectives to understand how this direct instruction model leads to mastery of the foundational skills: phonemic awareness, phonics, high - frequency words, spelling, fluency, and comprehension.

CWC schools engage parents and communities in the schools through a variety of channels, including a formal Parent - Teacher Association for each campus, email and text messages, letters sent home, parent meetings and phone calls — and invite parents who are able to be active participants in additional school - level committees.

Children, Childhood, and Early Education in the USA traces the roots of children and childhood over the ages through the eyes of artists; examines trends and future directions of childhood and early learning; and explores implications for participants as parents, teachers and caregivers, program leaders, community leaders, and citizens.

The results of the study showed that (a) Model - It, through its scaffolds (i.e., Plan, Build, and Test modes), enabled the majority of preservice teachers to build models that were structurally correct, (b) participants» models were structurally correct but simplistic, and (c) 65 % of the participants preferred to teach science using the explorative modeling method, 27 % the expressive method, and only 8 % both the explorative and the expressive methods.

This response may have been a function of most participants in this case having matriculated through a traditional teacher education program influenced by a largely normative - technicist discourse of teaching, assessment, and management (Gore & Parkes, 2008).

During this one - day seminar for teachers of grades 6 through 12, J. Victor McGuire, experienced educator, author and nationally recognized presenter, will share dozens of highly effective strategies that will empower each participant to be more effective in the classroom, which in turn will help you be more effective with closing the achievement gap.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

Through the program, teachers implement the evidence - based Open Circle Curriculum during twice - weekly, 15 - minute classroom meetings in which students form a circle of chairs with an empty seat to symbolize that there is always room for another participant, voice or opinion.

The Education Corps is designed to provide tutoring and after - school support but not necessarily to train future teachers.92 The VISTA program matches corps members with a nonprofit organization to perform capacity building and provides yearlong stipends, but it is not intended for provision of direct services.93 The Professional Corps, which specifies teaching as one of its qualified positions, allows participants to access Segal AmeriCorps Education Awards — which recipients can use either for loan forgiveness or for paying tuition and other qualifying educational expenses — but increases residency program costs because residents are prohibited from receiving stipends through AmeriCorps and must therefore be paid through their program or the school district.94 None of these programs were designed for supported entry specifically; thus, programs dedicated to providing a gradual on - ramp to the teaching profession can sometimes find it hard to meet their definitions and requirements.

Through this program, experienced teachers share their knowledge, and the collective program knowledge and resources with new program participants, providing the type of leadership opportunity that research shows can be critical to the growth and satisfaction of veteran educators.

By ensurring that professional development content is directly applicable to teachers» individual practices and establish high expectations for follow - through, participants will be engaged in the learning rather than simply compliant.

The Artist - Teacher participants had the opportunity to try out these practices through a VTS discussion themselves, an activity that proved to be both fun and extremely helpful.

The study enrolled 1,458 participants through 26 Healthy Family America (HFA) programs, 1,234 through 22 Nurse - Family Partnership (NFP) programs, 965 through 21 Parents as Teachers (PAT) programs, and 572 through 19 Early Head Start - Home Visiting (EHS) programs.

Participants included teachers from all eligible grade levels, Kindergarten through 8th grade, special area teachers (vocal music and physical education / health) and resource room teachers (special education staff).