Not exact matches
TEAC accreditation audits
focus on three quality principles: evidence of
teacher candidate learning, evidence that the assessment of such learning is valid, and evidence of the program's own
continuous improvement and quality control.
iObservation includes a deliberate
continuous improvement process for
teachers and principals to
focus on increasing their effectiveness.
Getting to a place where
teacher leaders — and «regular»
teachers — agreed to have their instruction observed, to debrief, and to
focus on identified areas for discussion and
improvement is central to building and sustaining a shared vision of effective instruction and for fostering a culture of
continuous improvement.
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.
Recently, Tennessee Department of Education leaders have recognized that the state's
teacher relicensure requirements are out of sync with its commitment to ensure that teaching evaluation
focuses primarily
on continuous improvement and sharing pedagogical practices.
Any effort to
focus on teachers»
continuous growth and
improvement must ensure that our school leaders have the knowledge necessary to use the evaluation instrument with fidelity.
Focused on a result of
teacher empowerment as the means to sustaining an environment of
continuous improvement, National Board Certification was the
focus as a way to achieve that goal.
Our research - based coaching model accelerates the effectiveness of
teachers dedicated to 3 -, 4 -, and 5 - year - olds by building instructional and reflective capacity while
focusing on continuous quality
improvement.
There is a growing understanding that a sole
focus on teachers and improving classrooms in early childhood education is insufficient and unlikely to succeed — we need instructional leadership and collaborative job - embedded professional learning (JEPL) to help drive
continuous improvement.
The tools in this library
focus on the skills and systems leaders can build to fuel everyday
teacher learning and
continuous improvement.
Over the past four years, two steering committees and Kentucky Department of Education staff have developed a model for
teachers and one for principals that
focuses on professional growth and
continuous improvement.
Collegial work groups (e.g., grade level teams, school
improvement teams), sharing of expertise, networking of
teachers and principals across schools, cross-role leadership and school
improvement teams at school and district levels — all these and many other configurations of professional educators collaborating with one another
on student achievement -
focused district reform initiatives are indicative of a common emphasis
on teamwork and professional community as one of the keys to
continuous improvement.
A former
teacher, instructional coach, union president, and district level administrator, Shelley serves Pre-K-12 settings with strong collaborative practices
focused on continuous improvement.
There is a growing understanding that a sole
focus on teachers and improving classrooms in early childhood education is insufficient and unlikely to succeed — we need instructional leadership and collaborative job - embedded professional learning (JEPL) to help drive
continuous improvement.
By supporting
continuous program
improvement efforts,
focusing on teacher training, coordinating the administration of early education programs, creatively combining funding sources, and building a broad - based coalition of support, these four states are advancing high - quality early education opportunities for their youngest citizens.
These updated benchmarks reflect a greater
focus on teacher professional development and the implementation of a
continuous quality
improvement system (CQIS).