Sentences with phrase «teacher professional development experience»

We decided to design a teacher - to - teacher professional development experience.

Not exact matches

She has extensive experience in professional development, supervision, evaluation, and intensive coaching for teacher leaders, coaches, and novice teachers.

From our Summer Series to our Teachers Conference to our «Waldorf Weekends,» we have a professional development or introductory experience to meet all levels of interest and need.

Marigold Nursery Lead Teacher Angela Gifford Angela is an early childhood education specialist with 30 years of professional experience, and a BA in Child Development.

Classroom experience that is transferable to school and community outreach education, teacher professional development, after school programming, and museum settings is essential.

Going through the Shedd Aquarium Great Lakes professional development has been a wonderful experience for me as a teacher and a citizen scientist.

To this end we (1) partner with precollege science teachers to develop and produce innovative Internet - based curriculum supplement materials focused on genetics, biotechnology, and bioethics; (2) update and expand teachers» knowledge in these areas through professional development programs; and (3) engage precollege students in science enrichment experiences.

Teachers in middle and junior high schools may differ as well, both in their knowledge of whole child development and their experience of professional support and satisfaction.

The Airborne Astronomy Ambassadors project is aimed to measurably enhance student STEM engagement and achievement in selected school districts via professional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matprofessional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject mattdevelopment for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matProfessional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject mattDevelopment in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matter experts.

The RET program offers teachers like Bencivengo and Hart a way to meet these standards, while at the same time providing a hands - on research experience, guidance in designing neural engineering curricula and other professional development opportunities.

«As a former elementary teacher, I've had lots of professional development and my experience with Integrative Nutrition ranked at the top.

I could write about outdoor Pre-Grounded yoga that works, why you should teach professional development yoga for pre-school teachers, sweet family classes on Saturday afternoons with mamas and daughters holding hands in Savasana, weaving in story, how to overcome the naysayers and teach 0 - 3, how to rock a library story time — the few sweet successes I've experienced so far.

In our study, teachers had no prior experience using a project - based approach, and we had limited time to devote to professional development (about three hours initially, with brief videos introducing subsequent units and an average of 11 visits from coaches), so it was important for the unit and session plans to provide considerable support through explicitness and detail.

This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional development for teachers and leaders.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

«This project will follow science teachers through real astronomy research experiences in collaboration with scientist mentors as part of their professional development.

Exploring Early Childhood Teachers» Professional Experiences in a High - Risk Setting: Generating Hypotheses for Enhanced Professional Development.

Most IEP students arrive with professional experience in international education and development, perhaps as teachers or administrators at international schools, Peace Corps volunteers, field researchers with NGOs, or policy analysts with U.S. - based aid organizations.

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.

The 2013 Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) explored teachers» experiences of professional learning.

Such thinking is why elementary - and secondary - school reform focuses almost exclusively on resources (per pupil spending), time (class size), knowledge (professional development), or experience (teacher retention) and relatively little on incentives to make educators perform better.

Funding will be available only for professional development experiences that result in improved teacher effectiveness.

For professional development to truly improve teachers, they need experienced «master teachers,» and PD time «should include time to apply the new concept / skill / strategy to the classroom.»

Ms. Darling - Hammond has done extensive research on leadership and teacher professional development and has championed the residency model of teacher preparation, which offers beefed - up field experiences.

We have poured more money into schools, hired an army of new teachers to reduce class size, expanded professional development, and retained more experienced teachers — everything that the teacher unions have in mind when they repeat their mantra that we know what works and just need the resources to do it.

Boles and Professor Susan Moore Johnson realized schools were in dire need of guidance and instruction on such positions and served on an HGSE committee that explored ways to support experienced teachers through degree programs and professional development.

To ensure teachers get as much out of the event as possible, the peer - led free continuing professional development (CPD) programme brings together expert teachers from across the UK, to share their experiences and best practice.

Showing relevance from students» perspective is similar to teachers experiencing professional development that is job - embedded.

Voice of Experience: Professional Development: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuProfessional Development: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuaDevelopment: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuprofessional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuadevelopment model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individuprofessional goals of individual teachers.

However, improved technologies are enabling Cool Australia to provide professional development which incorporates high - quality content and practical learning experiences to teachers around Australia.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

MB: From the narratives of experience we developed an Effective Teaching Profile and we used [that] in a professional development program with teachers.

«In such situations, teachers might upskill themselves and attend professional development, read or view material to help understanding, speak to professionals or experienced colleagues.»

The findings — that teachers at all levels of experience can learn new skills from peers that translate into gains for students — might help fortify a new and less costly approach to professional development.

This is a significant teacher - led initiative where two powerful platforms can complement each other in providing powerful online experiences for teachers who are interested in professional development.

Category: End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education andDevelopment Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education andevelopments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education anddevelopment, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education anDevelopments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Coteachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CoTeachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Counseling

In addition to research - based recommendations, it offers insights on establishing or improving programs based on the author's many years of experience as a mathematics teacher, mathematics teacher educator, and professional development provider for mathematics education.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.

An experienced school teacher, mentor and researcher, Vincent's PhD focused on how learning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learning theory.

The idea — professional development summits organized in different parts of Nigeria and taught by experienced teachers from around the world — stemmed from Enechi's own experience as a new teacher at Brooke Charter School in the Mattapan section of Boston, where new teachers prepare for their own classrooms by spending one year learning from experienced educators.

At the NAHT conference, Mr Hinds also announced a # 5million sabbatical find for teachers with over 10 years» experience, allowing them to take between a term and a year out of school to further their professional development.

I found that the most helpful professional - development experiences involved fellow English teachers sharing what worked in their classrooms — always with the caveat: «This works for me; it may not work for you.»

KIPP teaching fellowships and residencies provide aspiring teachers with the professional development, mentorship, and classroom experience they need before leading a classroom of their own.

We can provide on - site, customized professional development for teachers at all levels of experience with the traits.

(Professional Development) Professional development is a continuing activity in middle level schools where teachers take advantage of every opportunity to work with colleagues to improve the learning experiences for theiDevelopment) Professional development is a continuing activity in middle level schools where teachers take advantage of every opportunity to work with colleagues to improve the learning experiences for theidevelopment is a continuing activity in middle level schools where teachers take advantage of every opportunity to work with colleagues to improve the learning experiences for their students.

#PTChat is a one hour, weekly, Twitter - based social media professional development conversation that enables parents, family engagement practitioners, teachers, students, principals and others to share their experience and perspective on family engagement and innovative approaches to partnerships.

Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Informed by CAL's ongoing research, our experienced SIOP team provides a wide range of services, including SIOP Model workshops, job - embedded professional development such as guided lesson design and coaching, hybrid workshops that combine online coureses with face - to - face workshops, and technical assistance to help teachers integrate content and language instruction effectively.

This session explores an innovative structure for teacher professional development that reframes it as an Experience that teachers and students have together.