Sentences with phrase «teacher professional learning program»

Not exact matches

Two professional development programs for pre-kindergarten teachers have improved their interactions with children, according to a new report for Bright from the Start: Georgia Department of Early Care and Learning (DECAL).

She has participated in numerous professional development opportunities to improve her astronomy teaching, including the National Optical Astronomy Observatory's (NOAO) Teacher Leaders in Research Based Science Education Program where Ms. Sepulveda learned to bring authentic astronomy research into the classroom.

This Program is suited to yoga teachers and other professionals who want to learn the core Phoenix Rising approach.

An early intervention program for Kindergarten students, a program involving professional learning teams working together to increase teacher knowledge, and an action research project looking at how to use data to support student learning and feedback.

In 2014 Christine Cawsey, Tony Loughland and Peter Langfield designed and in 2015 - 2016 delivered a professional learning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as Professionprofessional learning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as Professional Llearning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as ProfessionProfessional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as ProfessionalProfessional LearningLearning.

The initiative will be delivered in partnership with Digital Learning and Teaching Victoria, who will also provide professional development to teachers to build their STEM programs.

Thinking Maths, a professional learning program that supports Year 7 and Year 8 teachers in the deep learning of mathematical content as outlined in the Australian Curriculum Mathematics.

Collaboration was at the centre of the school's approach to professional learning as teachers were engaged in gathering and evaluating evidence, sharing ideas, providing each other with feedback and planning teaching and learning programs together throughout the project.

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

In 2014 Christine, Tony and Peter Langfield designed and in 2015 - 2016 delivered a NSW NESA registered professional learning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as Professionprofessional learning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as Professional Llearning program at the Lead Level of the Australian Professional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as ProfessionProfessional Standards for Teachers — Leading and Improving Classroom Observation: Classroom Observation as ProfessionalProfessional LearningLearning.

«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.

He was a public school educator for 22 years and is a co-founder of Powerful Learning Practice, a unique professional - development program that has mentored over 3,000 teachers worldwide in the past three years.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

Just as professional learning is becoming more mobile, how teachers are choosing to learn represents a recognisable shift away from the traditional staff development day or training program.

Science Teachers Learning through Lesson Analysis (STeLLA) is a professional - development program for upper - elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pTeachers Learning through Lesson Analysis (STeLLA) is a professional - development program for upper - elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pteachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pteachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching practice.

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

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a professional - development program that uses video - based analysis of practice to improve teacher and student learning at the upper elementarLearning from Lesson Analysis (STeLLA) project is a professional - development program that uses video - based analysis of practice to improve teacher and student learning at the upper elementarlearning at the upper elementary level.

This approach to professional development can create inconsistencies across programs and schools and can therefore affect teacher quality, student and parent satisfaction, and learning outcomes.

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.

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

«Overall, the whole kit bag of aligning staff performance plans with the annual implementation plan, [and] the professional learning program gives a strong focus to our work,» Rice tells Teacher.

Important places for me to stop along my path include: undergraduate professor in a college - based teacher education program, professional development specialist for teacher collaborations, and director of community - based learning center that uses culturally responsive arts for academic support and life skills.

The Regional STEM Centre organises and hosts regular professional learning events, workshops and an annual conference, providing PD for a large chunk of teachers from the area, while student initiatives include the Little Professors program where senior students work with their primary counterparts to engage them in STEM.

I am the co-founder of Know My World, a global education organization built by teachers for teachers, which offers programs and professional development for digital cross-cultural exchange and social, emotional and cultural learning.

«For the last five years we've had a professional learning program running in the school where all teachers undertake an inquiry into the effectiveness of their teaching.

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.

The Association of Independent Schools of NSW (AISNSW) is a significant provider of professional learning programs for more than 460 independent schools in NSW, and its programs are also able to be accessed by teachers from other schools sectors and states and territories.

Spencer - MacArthur Research and Development Program (1996 - 2001) Principal Investigator A Study to Analyze the Process, Conditions, and Policy Arrangements that Support Teacher Learning in a Successful Professional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional development Teacher Learning in a Successful Professional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional developProfessional Development Site analyzed the effects of a teacher - led research seminar in a teacher - initiated professional development teacher - led research seminar in a teacher - initiated professional development teacher - initiated professional developprofessional development school.

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.

Coordinating SEL programs with learning standards, evidence - based programs, teacher professional development, and student assessment also adds additional costs which should be accounted for in helping the longevity of an SEL approach.

The academics found that teachers working with Down syndrome students need professional learning at the outset, including syndrome - specific information, followed by an ongoing, staged program looking at teaching specifics as their professional development needs evolve.

My colleague Kathy Garcia and I decided to create a professional development program that inspired teachers to feel these emotions while learning and developing skills toward more effective use of technology tools.

For the RAISE program, the evaluation found teachers who participated in professional development programs were significantly more likely than nonparticipating teachers to use practices that foster student independence, and to provide opportunities for students to practice different reading strategies, peer - to - peer learning, and collaboration.

Just as with finding teachers with a relevant background, developing mentor programs that partner students with experienced professionals can provide another inroad to better learning and greater insight into a field.

The AACTE is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PreK - 12 student learning.

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

In addition, Richland Two made sure to provide teachers with professional - development programs to help them understand and learn how to best use and integrate technology into their curriculum.

TeacherQuest is a professional development program and learning community for teachers of all grades and subject areas.

If you're looking for support with the Apple Teacher program, learn more about my professional development opportunities and upcoming regional training day.

Most importantly, the program has professional learning videos embedded right where the teachers need them, so they can increase their own pedagogical and content knowledge of the subject.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

One likely reason for this view held by Professor Hill and others is the reliance on short - term, episodic, and disconnected professional learning for teachers — the kinds of training programs that are unlikely to positively influence teaching and improve student achievement.

Aligned to content in the PAT Professional Learning Programs (complete with A4 booklets and fact sheets) PAT Essentials is a handy ongoing reference point for all teachers and school leaders.

Best Behavior is a professional development program designed for administrators and teachers to support their efforts in creating and maintaining a positive and supportive school culture that facilitates academic achievement and the healthy social development of students in a safe environment that is conducive to learning.

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.

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)?

These included redesigning programs to align with NCATE's ambitious accreditation standards and closing programs that did not meet the standards; upgrading administrator licensing requirements for pre-service, induction, and ongoing learning; coordinating all in - service professional development for school administrators through a state - level leadership institute; and creating an innovative year - long, fully funded sabbatical program to train teachers for the principalship in programs that offer a full - year internship.

Looking at 35 methodologically rigorous studies, the LPI report, Effective Teacher Professional Development, identifies seven key elements these programs share, signaling how states and districts can design professional learning to make a positiveProfessional Development, identifies seven key elements these programs share, signaling how states and districts can design professional learning to make a positiveprofessional learning to make a positive difference.