Sentences with phrase «teachers about their instructional practice»

Both the principal and the literacy coach supported teachers by reviewing lesson plans, observing instruction, and engaging in reflective dialogue with teachers about their instructional practice.

Not exact matches

Teachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiTeachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiteachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiteachers need time to learn about, practice, and master this craft.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Practicing critical thinking in the classroom may mean discussing the quality of a textbook, considering whether traditional beliefs about a subject are accurate, or even discussing the teacher's instructional style.

The application includes a videotaped lesson and written responses to questions about the teacher's instructional practice.

We know that teachers care about their students and improving their instructional practice.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.

It's not all about test - taking, but it is important for teachers to measure student progress frequently in order to inform their own instructional practice.

Join facilitators Doug Lemov, Erica Woolway, Katie Yezzi, and Colleen Driggs to gain what we have learned about practice, coaching, and instructional leadership from studying some of the country's most outstanding teachers and leaders.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

As long as reformers are talking about curtailing teachers» benefits, or making their jobs less secure, or evaluating their instructional practices, there is going to be some anger and resentment.

As with the sub-study reported in Section 1.4, this sub-study focuses on evidence about practices for successful instructional leadership as judged by educators close to the students — principals and teachers.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Still, a troublesome pattern apparently persists: secondary school principals do not, according to our data, interact with teachers frequently and directly about instructional practice.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

As to why the principals did not link their observations to any discussion about instructional practice, or any attempt at broader efforts to unite teachers around a vision for the school, teachers said, for example, «He is supportive of my teaching philosophy.»

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

It's a set of questions that nags just about every parent with school - age kids: Does their child's teacher employ good instructional practices?

To that end, the National Mathematics Advisory Panel (NMAP, 2008) has called for further research «to draw conclusions about the features of professional training that have effects on teachers» knowledge, their instructional practice, and their students» achievement» (p. xxi).

Achieving the Core Coaching Tool — The Instructional Practice Guide Coaching Tool assists teachers, and those who support them, in building understanding about Common Core State Standards (CCSS)- aligned instruction through non-evaluative observation.

In this practical reference, David F. Bateman — bestselling author of A Principal's Guide to Special Education — and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom.

Match Workshops are designed for teachers, experienced or aspiring instructional coaches or school leaders who are looking to build new skills, acquire helpful tools and resources, and learn about key practices we have refined through our work running high - performing schools and training effective teachers.

Using multiple measures such as teacher evaluations, classroom observation and student test scores, TNTP rated about half the teachers in their 10th year or beyond as below «effective» in core instructional practices such as developing students» critical thinking.

Developed and pilot tested by researchers at Mills College, the fractions resource kit provides support for teachers in ways that is similar to those available to Japanese teachers for conceptualizing and teaching fractions, and teachers use the lesson study process to learn about the subject matter and effective instructional practice.

When teachers conduct instructional rounds, they focus on why a problem of practice persists schoolwide — and on what they can do about it.

Many of us felt strongly that instructional practice could be improved if teachers engaged in serious, evaluative conversations about teaching — but that having a facilitator attached to each group may work against this goal.

3) How might reframing instructional coaching as instructional dialogue assist mentors in more effectively facilitating teacher critical reflection about practice?

Teachers then used the district's instructional framework and rubric to identify strengths and weaknesses in their own teaching practice while thinking about their students» needs and the school and district goals.

The teacher support materials (teacher guides, content materials, videos) provided pedagogical supports for me to think about how I might adapt my instructional practices to meet the needs of my students.

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

One of those factors is that schools should reach deeply into the teacher cadre and genuinely involve teachers in selecting school staff, as well as in making decisions about budget, curriculum, instructional practices, discipline, and student and teacher assignments.

This can be particularly important for teachers who might have reservations about being candid about their instructional practices in front of an administrator charged with evaluating their performance.

It's about getting to know what students know, and there are a myriad of ways to do this — ways that dramatically change the nature of the involvement of and relationship between students and teachers and ways that significantly alter instructional practices and student learning.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

In successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teachers.

Teachers can use the resources below to learn more about implementing the instructional practices and strategies described in the lesson plans shared here (available through the link on the left of this page).

Sherry and Roggenbuck (2014) observed that in their early attempts to respond to student writing English teacher candidates imitated their own former high - school teachers» instructional strategies, despite their having expressed negative feelings about those assessment practices.

These interview questions allow teacher candidates who use SWAP in different kinds of teacher preparation courses to hear from practicing professionals in diverse school contexts about various aspects of secondary writing teaching (e.g., how to respond sensitively to ELL writers, how to connect beliefs about writing to instructional practices, and how to use assessment to plan subsequent instruction).

The Engaged, Technology - Enabled Classroom micro-credential program captures what our teacher leaders have learned about integrating technology into their instructional practices.

While «smallness» is not an end in itself, it does help create conditions for student success by fostering a shared vision, shared leadership, a professional collaborative culture, and structured time for teachers to talk about instructional practice, as well as time to visit each others» classrooms (Louis & Kruse, 1995).

Reflective Partners is a professional development approach that asks teachers to engage in purposeful reflection about their instructional practices; collaborate with colleagues; intentionally plan lessons; observe their own teaching by way of recording their lessons regularly; and use a common language (CLASS) to frame reflection, observation and discussion.

«The Sibme video sharing platform helps facilitate an important and continuous dialogue about instructional practice in our Alternative Teacher Certification Program.»

Watch how Instructional Coach Dave Carter welcomes new Envision teachers and provides opportunities for building relationships, practicing classroom skills, and learning about Envision's Portfolio Defense model.

Finally, teachers with coaching support report that they are able to change their practice or way of being more readily and are more thoughtful about their instructional practices.