Sentences with phrase «teacher professional development program focused»

Twenty - three third - through fifth - grade general education and special education teachers completed a yearlong online teacher professional development program focused on improving MKT, instructional practices for all learners (particularly those with disabilities), and practitioner inquiry.

Not exact matches

The Peggy Notebaert Nature Museum's Science Teaching Network (STN) is a grant - funded program focusing on teacher professional development built around best practices in science instruction, including the Next Generation Science Standards and local nature and science topics.

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.

Interactive Learning is based upon the Learning - Focused professional - development program, which teachers at Cochrane first began using in the 2007 - 08 school year.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diProgram through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diprogram director.

Research on professional development for teachers has shifted in the last decade from delivering and evaluating professional - development programs to focusing more on authentic teacher learning and the conditions that support it (Webster - Wright, 2009).

This article focuses on traditional «educational» online learning programs — such as university - level online courses or online teacher professional development programs — versus short - courses or informal training or corporate - level training.

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

Cognitively Guided Instruction (CGI) is a professional development program based on an integrated program of research focused on (a) the development of students» mathematical thinking; (b) instruction that influences that development; (c) teachers» knowledge and beliefs that influence their instructional practices; and (d) the way that teachers» knowledge, beliefs, and practices are influenced by their understanding of students» mathematical thinking.

Currently, Title II of ESSA supports teacher residency programs that prepare teachers in shortage subject areas or to teach in high - needs schools; high - quality induction programs; job - embedded professional development focused on continuous improvement of teachers» skills; and career ladders for accomplished teachers.

The Prime Online oTPD program was developed as the result of a collaborative effort between three teacher educators and researchers with expertise in special education, mathematics education, and teacher professional development with a focus on teacher inquiry.

The belief interviews (Richardson, Anders, Tidwell, & Lloyd, 1991) focused on individual background, perception of the facilitator role, description of the program, vision for successful professional development, beliefs about teacher change, and views regarding autonomy.

Also, the focus of the professional development program was to assist teachers in using digital primary sources to help students learn.

Most recently, she served as director of performance - based assessment design, where she led initiatives focused on performance assessment development and implemented a professional development program for 60 teachers across New York City focused on Common Core rollout.

She has worked as Program Officer with Washington STEM, and prior to that spent over seven year in online and blended learning in both the non-profit and public sectors, focused on professional development of teachers and the modification of state policy pertaining to alternative and online learning with the Digital Learning Commons and Office of Superintendent of Public Instruction.

The program objectives and performance measures focus on teachers» and students» access to technology, technology - related professional development, technology integration, and student technology literacy.

This project focused on the development and implementation of a professional development program to assist faculty members in the integration of technology into courses taken by teacher education students.

Michigan's ESSA plan calls for greater pay equity for birth - to - five educators and encourages districts to combine state and federal resources to address pay parity issues; Oregon plans to invest in induction and mentoring programs for preK - 12 teachers; and Louisiana has proposed a range of programs focused on professional development and preparation of teachers.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

To better meet these students» needs, schools should promote bilingualism and biliteracy development in grades K - 12, offer professional development to teachers on how to integrate explicit language and literacy instruction aimed at the long - term English language learners in their classrooms, develop specialized programs that differ from those targeting newly arrived students, and offer native language arts programs that focus on developing native language literacy.

Paul oversees a number of programmatic areas focusing on educator preparation initiatives, educator support and evaluation, educator professional development, and overseeing the nation's oldest and most prestigious educator recognition program: The National Teacher of the Year Pprogram: The National Teacher of the Year ProgramProgram.

Using job - embedded coaching, the program focuses on the personal and professional development of new teachers, grounded in their actual experiences with students in the classroom.

Ultimately, the professional development program focused on the current standards in science and mathematics at respective grade levels in order to incorporate seamlessly the educational game into the teachers» current pedagogical practices.

With models such as Loucks - Horsley et al., (2003) and Bell and Gilbert's (2004), which focus on collaboration among teachers, effective professional development programs can be designed for science teachers to reform their practices.

The teachers in this study were the participants in the TEC professional development program that focused on technology integration in science classrooms.

In addition, the comparison studies between beginning and experienced science teachers» TPACK may allow us to create better teacher education and professional development programs that focus on improving teachers» TPACK.

The project included research focused on the development and delivery of rigorous curriculum supported by intensive and sustained teacher professional development that included in - school coaching, peer classroom visits and content intensive STEM Academies In addition to the school day component, the project offered a STEM - focused, out - of school day program where students completed engineering - focused projects relevant to local communities.

Thus, professional development programs focusing on technology integration should provide teachers opportunities to reflect on their teaching and share their experiences both with professional development leaders and their peers.

We need programs that do a better job of recruiting them yes, but more than that we need professional development programs focused on the specific challenges of new second career teachers.

Resources are will help programs set Year Two and Three goals, plan professional development, and think about how cohorts of teachers can move to focus on student impact and sustained change in school culture.

Mathematics Coordinator.5 FTE (100 % administration) CSMCE Faculty Member duties and qualifications — Focus on K - 12 mathematics education outreach and professional development Duties: The candidate will coordinate Nebraska Math & Science Summer Institutes program for graduate education and professional development for K - 12 teachers in mathematics and science, both on the UNL campus and offered on remote sites in partnership with Nebraska's Educational Service Units (ESUs).

Beginning in spring 2016 and continuing through the 2016 — 2017 school year, Catapult Learning partnered with Saint Joseph Catholic School to implement Focus on Achievement, an integrated program of formative assessments, professional development, and print and online teacher resources that helped teachers identify challenges and make instructional improvements to increase student achievement.

This fall, professional development days focussed on digital literacy; a number of teachers throughout the district have become comfortable with creating similar class spaces for their home reading programs.

We also provide professional development to support the implementation of all new programs and initiatives such as our Math - In - Focus program and the Teacher's College Readers and Writers Workshop program and we bring in trainers and consultants to provide job embedded coaching and modeling.We also benefit from our partnership with William Paterson University.

Though only four states require and provide funding for a multi-year teacher induction program, some states are also focusing on crafting residencies or induction programs to ensure new teachers» success.53 South Carolina's System for Assisting, Developing, and Evaluating Professional Teaching requires that before the beginning of the school year, all new teachers be assigned mentors for at least one year.54 The mentors are selected and matched to mentees on the basis of effectiveness; knowledge of new teacher professional development and effective adult learning strategies; and similar experience, certifications, and grade level Professional Teaching requires that before the beginning of the school year, all new teachers be assigned mentors for at least one year.54 The mentors are selected and matched to mentees on the basis of effectiveness; knowledge of new teacher professional development and effective adult learning strategies; and similar experience, certifications, and grade level professional development and effective adult learning strategies; and similar experience, certifications, and grade level assignments.

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in - service secondary science teachers as they participated in a professional development program focusing on technology integration into K - 12 classrooms to support science as inquiry teaching.

The Partnership includes programs that focus on the recruitment of diverse groups (including educational assistants) into teacher education; mentoring pre-service teachers in a variety of programs including Professional Development Schools; providing induction support to new teachers; and developing networks and support for advanced professional Professional Development Schools; providing induction support to new teachers; and developing networks and support for advanced professional dDevelopment Schools; providing induction support to new teachers; and developing networks and support for advanced professional professional developmentdevelopment.

The initiative, Teacher Incentive Performance Award, is a school - wide bonus program that provides focused professional and leadership development to teachers and principals in 30 high need schools.

He studies teacher preparation and professional development through engagement in program and course design, teaching mathematics methods courses, and leading projects funded by NSF and IES focused on the design of professional development materials and the assessment of teaching practice.

The BTLN, led by James E. Ford, Public School Forum Program Director and former NC Teacher of the Year, takes a three - pronged approach to teacher leadership by focusing on the areas of education policy and advocacy, cross-curricular collaboration, and professional develTeacher of the Year, takes a three - pronged approach to teacher leadership by focusing on the areas of education policy and advocacy, cross-curricular collaboration, and professional develteacher leadership by focusing on the areas of education policy and advocacy, cross-curricular collaboration, and professional development.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Finally, as a dual language leader, ensure that teachers have access to specific and targeted dual language professional development focused on biliteracy and facilitated in both program languages, rather than delivered solely through an English lens.

All new teachers must also participate in a two - year mentoring program focused on professional development.

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.

Built from the company's Literacy First Framework, a three - year professional development program proven to create a school culture of learning and achievement, the Core Instructional Model professional development focuses on consistency and coherence across a school and district for leaders, teachers, and students.

The district created an Early Success Performance Plan for the pre-K-3 grades that included aligned reading, writing, and math curriculum; ongoing district - designed diagnostic and formative assessments at each age / grade level; extensive professional development for teachers; a prioritized focus on full - day kindergarten and smaller class size for the district's most at - risk students; and both summer advancement and after - school programs for struggling elementary students.

In Texas, most districts that used the federal money for professional development focused on supporting current programs or training teachers to use new technology or instructional materials purchased with other stimulus funds.

The program was taught by two lead Artist - Teachers, one who focuses on art making, and the other who focuses on professional development and career preparedness.

The Classroom Organization and Management Program (COMP) is a professional development program for K — 12 teachers that focuses on the following four principles: 1) effective classroom management is proactive, not reactive; 2) management and instruction are connected in effective classrooms; 3) students are active participants; and 4) teachers work together to help eachProgram (COMP) is a professional development program for K — 12 teachers that focuses on the following four principles: 1) effective classroom management is proactive, not reactive; 2) management and instruction are connected in effective classrooms; 3) students are active participants; and 4) teachers work together to help eachprogram for K — 12 teachers that focuses on the following four principles: 1) effective classroom management is proactive, not reactive; 2) management and instruction are connected in effective classrooms; 3) students are active participants; and 4) teachers work together to help each other.

Five key features that boost program impact will be identified, including: 1) a focus on improving classroom management and the quality of teacher - student interactions, 2) intentional efforts to build child skills, 3) the use of professional development to promote high - fidelity implementation, 4) the inclusion of parents, and 5) integration with academic enrichment programs.