Sentences with phrase «teacher professional development programs on»

Building on the PAIR documentation and research methods, arts organizations and their school partners can examine the impact of their arts integration teacher professional development programs on student learning.

Not exact matches

Sunbridge offers world - renowned Waldorf teacher education programs, along with professional development and general interest courses and workshops on Waldorf Education, Waldorf teaching, organizational leadership, and the arts.

Sunbridge offers world - renowned Waldorf teacher education programs, along with professional development and general interest courses and workshops on Waldorf teaching, Waldorf Education, organizational leadership, and the arts.

This includes two of the Museum's largest teacher professional development programs, Science on the Go and the Science Teaching Network.

Tia is also involved in all aspects of the sanctuary's educational programming — developing curricula and interpretive materials, developing and implementing classroom teacher professional development, working on numerous grants in communities and schools, and developing and teaching natural history and food - based programming.

Washington also developed an online training program as part of its professional development requirements for early childhood teachers that includes an explanation of the brain's executive function and describes the effects of trauma on child development.

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.

The cruel facts flashed continuously across a screen on the auditorium stage: New Dorp HS, $ 442,855.83 cut, will lose Saturday programs and PM school... PS 18, $ 150,919.58 cut, will lose teachers, professional development funds and curriculum planning, and class sizes will increase...

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.

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 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.

• Around 1,000 more teachers • $ 6.1 million over three years to support an updated anti-bullying strategy and resources for teachers, students and parents • Funding of $ 88 million in 2017 - 18 as part of the $ 224 million for teacher professional development through the Quality Teaching, Successful Students initiative • Funding of $ 50 million in 2017 - 18 on student counselling and wellbeing services as part of the $ 167 million Supported Students, Successful Students program • $ 149 million on education standards for provision of services related to school curriculum assessment, teaching and regulatory standards in NSW schools

The first session of the Teacher Institute on Science and Sustainability (TISS) will begin this summer, and it will allow selected teachers in grades 3 - 5 to participate in a two - year professional - development program.

It first provides an overview of what we have learned as a field, about effective professional - development programs and their impact on teacher learning.

Teachers often participate in professional development programs to stay on top of technology they could use to teach their students.

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).

But two RFTs funded by IES during Whitehurst's tenure, one on professional development in reading, the other in math, show the same thing: even prolonged, high - quality, in - service professional development programs for teachers produce nothing in the way of gains for students.

Many teachers find themselves being asked to assume these roles that include, for example, running a new teacher induction program, convening professional development with teachers, advising on technology, or consulting with teachers on assisting and evaluating teachers in need of improvement.

Factors affecting the impact of professional development programs on teachers» knowledge, practice, student outcomes & efficacy.

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.

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.

Lenz and Director of Instruction Jeannette LaFors spend much of their time working with schools: meeting weekly with school principals and teachers at their campuses, analyzing and reflecting on results, building out Envision's professional development programs, and working with teachers to create tools that can support projects.

CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high quality and aligned to state standards; and to increase the percentage of professional - development and teacher - prep programs that include training on those curricula.

The state made professional development for teachers an integral part of the program because, says King, «if you just drop the computers on the kids» desks, it won't work.

In some Minnesota districts, where pay is based on performance, aggressive professional - development programs help ensure all teachers have the chance to earn the extra pay.

Teachers who complete professional development tasks, for example, would be eligible for bonuses, as would teachers who collaborated on a project linked to creating school programs to raise achievement or who worked on valuable individual pTeachers who complete professional development tasks, for example, would be eligible for bonuses, as would teachers who collaborated on a project linked to creating school programs to raise achievement or who worked on valuable individual pteachers who collaborated on a project linked to creating school programs to raise achievement or who worked on valuable individual projects.

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.

Professional development programs in CTE are also on the rise for veteran teachers.

He asked the National Education Association and the American Federation of Teachers for prescriptions for turning around failing schools and drew on their research on professional - development programs for tTeachers for prescriptions for turning around failing schools and drew on their research on professional - development programs for teachersteachers.

To be recognized, schools and districts demonstrate that their professional development programs result in improved teacher effectiveness and student learning and are consistent with a set of principles for professional development that are based on the best available research and exemplary practice.

In 35 U.S. states and at sites around the world, Dr. Wilson has led professional development for more than 60,000 educators and has presented at conferences with the Singapore Teachers» Union, Jamaica Teachers» Union, The Feuerstein Institute, Jerusalem, Israel, Hawker Brownlow Education (Australia), University of Cambridge (Implementation Science Conference), Leiden University, United Arab Emirates, American Educational Research Association, International Association for Cognitive Education and Psychology, American Association for Colleges of Teacher Education, National Association of School Psychologists, National Association of Federal Education Program Administrators, Title I, Center on Enhancing Early Learning Outcomes, Nova Southeastern University Conference on Global Leadership, Learning, and Research, ASCD, National Association of Elementary School Principals, National Association of Secondary School Principals, Learning Forward, and many others.

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.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develTeacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher - directed professional development.

Our research suggests that an expanded school schedule offers a multitude of educational benefits, including more time on task, a broader array of enrichment programs to engage students in school, and time for teachers to participate in real collaborative planning and additional professional development.

More than 1,200 schools have participated in GenYES programs, which include training for students and on - site professional development for teachers.

She was even surer during her year at the Ed School, when she wrote a professional development plan on a new teacher induction program for the city of Cambridge, Mass., that was compliant with No Child Left Behind.

Program: Learning and Teaching Mission: To quietly empower teachers by deepening their content and pedagogical knowledge - base through targeted, hands - on professional development.

In this webinar, a scholar and a practitioner will outline the research on the minority - teacher population, the challenges faced in the recruitment and retention of such candidates, and what one district program has done to improve working conditions and professional development for teachers of color.

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.

The project team will utilize meta - analytic techniques to estimate the impact of STEM teacher professional development and novel curriculum materials on student outcomes, and analyze the relationships between program effectiveness and key moderators identified in the literature, such as duration, intensity, format, grade and disciplinary topic, and alignment with NCTM / NSTA standards.

Numerous professional development programs instruct teachers on how to meet the needs of the gifted students in mainstream classrooms, including how to adapt assignments and help students move through course material at a faster pace.

Professional development programs, such as a week - long summer program at the University of Connecticut, instruct teachers on curriculum enrichment and acceleration for gifted students.

Where microcredentials pertain to teachers rather than students, I think the concept is an outstanding way to do a number of things in the area of professional development: 1) recognize professional learning milestones to inspire continuous improvement; 2) move away from a one - size - fits - all (and oft debunked) approach to salary schedules, which typically depend exclusively on time served and postsecondary attainment; 3) move towards recognition of skill development on an a la carte basis rather than solely as part of an advanced degree program; and 4) generate more personalized and self - paced professional learning opportunities.

Federal programs currently allocate about $ 2.5 billion on professional development for teachers in the nation's public schools.

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)?

The plan shall also ensure that holders of level III teaching assistants certificates and that substitute teachers who work on a long - term basis, as defined in section 80 - 5.4 of this Title, are provided the opportunity to participate in the professional development program of the district or BOCES.

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.

Not only is acceptance into university teacher education programs a highly competitive process, the autonomy, professional engagement of teachers is evidenced in their development of teaching materials, use of collaborative planning time, and the organization of professional spaces on school campuses (see Jen b.) Within this environment why would a teacher ever choose to take up the mantle of headmaster or school principal?

Katherine Merseth is Senior Lecturer on Education and Director of the Teacher Education Program at HGSE as well as faculty chair for several leadership development programs offered at Programs in Professional Education.We sat down with Kay toprograms offered at Programs in Professional Education.We sat down with Kay toPrograms in Professional Education.We sat down with Kay to talk...

Residency programs measure their impact on schools and communities, impact on teacher professional growth, preparedness & development, and their impact on student achievement.