Sentences with phrase «teachers in a coaching capacity»

«I think that we'll become much closer with our teachers in a coaching capacity,» she says.

Not exact matches

Coaching supports teachers to improve their capacity to reflect and apply their learning to their work with students and also in their work with each other.

The Science Coach's role includes working collaboratively with teachers and assisting teachers to develop capacity in their teaching of science.

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.

We used the team environment (the teachers were already operating in teams) and identified the teacher in each team who was expert; the teacher who showed that capacity to achieve what we wanted and said to them (in that coaching, mentoring, feedback) «start entering classrooms, having a look at what's happening and coach and mentor.»

This systematic approach is driven by the guidance Teaching Matters coaches provide to teacher leaders, who in turn, and with Teaching Matters continuing support, build teachers» capacity to effectively teach reading.

Coaching and capacity building for teachers, teacher leaders, and administrators in partnership with the Center of Advanced Study of Teaching and Learning (CASTL) at the University of Virginia

Whether you are an experienced school leader, an aspiring instructional coach, or give feedback to teachers in any capacity, this 1 - day workshop will help you maximize results through effective coaching.

The findings of the project detailed in this paper indicate that targeted professional development reinforced by coached Reach PTAR cycles improves the instructional planning capacities, the moment to moment delivery of instruction and the novice teacher's sense of efficacy and success.

The use of the coaching cycle, equity lens and a focus on developing and strengthening teacher capacity have become anchors in my «toolbox» and enable me to promote and support instructional shifts.

For example, they have recruited and trained strong teachers to become data coaches who work with the administration and PLCs to assist teachers in order «to build a lasting capacity» (DDOE, 2012).

The intended outcomes of the formal coaching process for the inviting teacher are the development of reflective practice and decision making; a refined and expanded repertoire of teaching strategies; an enhanced understanding of curriculum, instruction, and assessment; and the capacity to provide high - impact, learning - focused teaching strategies in an environment characterized by interesting and engaging work for students.

For example, rather than talking about what a teacher decided to do in a lesson, the coach asks the teacher to describe his or her belief about teaching, student learning, and student capacity to learn.

Prior to working at AFIA, Ms. Colbert worked in a variety of capacities serving as a classroom teacher, reading teacher and instructional coach.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

Michaela is a former teacher, numeracy coach and Teach for Australia Associate, who is driven by her belief in the importance of growth mindsets and the capacity of all students to access thought - provoking, creative mathematics.

«Harnessing technology to build the capacity of teachers and instructional coaches, as well as to effectively engage families in their children's learning, is an important lever for improving America's public schools.»

Through professional development workshops, coaching, and in - class visits from artists, the program aimed to increase the capacity and confidence of the teachers to integrate arts with other core subject areas.

She has taught K - 12 English online, coordinated Title I after - school tutoring programs, served as a reading intervention teacher, helped plan & facilitate advisory programs, developed curriculum, supported teachers as an instructional coach, and served in several other leadership capacities.

Develop and coordinate professional development for school leaders and school leadership teams to build instructional leadership capacity in areas such as pedagogy, data analysis, intervention, culture building, and coaching and development of teachers;

Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for teacher leaders, leadership seminars, and individual coaching with school and district administrators.

To build more leadership capacity in their schools, principals provide opportunities for teachers to experience a continuous cycle of coaching and feedback.

Emily also served as an Instructional Coach at Excel, building teacher capacity in the areas of curriculum planning, instructional best practices, and family engagement strategies.

CT3 partnered with the school to train teachers on the No - Nonsense Nurturer method then develop campus coaches» capacity to use Real Time Teacher Coaching to support teachers in their implementation of the NNN strategies.

At full capacity, NTR will place seventy - five residents in the classrooms of effective, experienced mentor teachers, who will provide modeling, mentoring, and coaching as the residents take over teaching responsibilities in their classroom.

demonstrate the capacity to use WFP 1 to teach parents and teachers of children with ASD and mild ID how to be «emotion coaches», supporting skill development in understanding emotions, problem solving, perspective taking and managing emotions