Sentences with phrase «teachers involved increased»

The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased.

Not exact matches

Teachers involved noted the opportunity to participate in real - life applications of skills and learning led to increased student engagement.

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.

The teachers who were involved in ongoing, sustained professional development showed significantly increased understanding of authentic assessment.

«My pedagogical vision involves working with teachers and students to better understand how to leverage students» out - of - school language resources in order to increase their language repertoire in a way that empowers their own voices,» said Uccelli.

They know, for example, whether their teacher's explanations are clear, whether it feels comfortable to ask for assistance, how classroom activities might engage them more and increase their interest, how teachers might involve them more in fruitful discussions and how classroom activities might be managed more effectively.

Make teachers, administrators, parents, community members, board members, staff, and students aware of how technology - integration can increase student achievement, and encourage members of all those groups to become involved in the planning process.

Teachers involved in the «Realising the Potential of Australia's High Capacity Students» study have been completing professional development to increase their knowledge and teaching of self - regulated learning skills.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Getting all worked up about the increased risks of cancer for children in older portable classrooms, we started talking about an idea of actually involving students and teachers in the design of the classroom of the future.

Bailey Danielson, Fourth - Grade Teacher PROVO CITY SCHOOL DISTRICT, UTAH Bailey Danielson says, «I realized... the amount of students I could reach could greatly increase by becoming involved in my local,» which is why, as vice president of the Provo Education Association, she works to introduce the student program to universities in her area and travels to Salt Lake City to help legislators create education - friendly policies.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Key Findings: Widespread implementation of the program, an increase in the number of teachers involved per site, successful dissemination of materials and subsequent trainings following initial training sessions.

Summary: The goal of the Tennessee Educators of Color Alliance (TECA) is to provide a platform for teachers of color to advocate for themselves and their communities, increase the number of people of color involved in conversations about education policy, and equip educators with advocacy training and tools.

Instead, U.S. News opinion writer David Greene (2014) and teacher blogger Jose Vilson argue that because no teachers were involved in the drafting of Common Core Standards, messages from Common Core proponents about increasing the depth of instruction and engaging lessons have fallen on deaf ears.

This strategy involves multiple types of assessments, increases interactions between teachers and students, and provides students with clear guidance on how to enhance their learning.

Rather, these changes involve a willingness to think and act differently, and to allow the strengths and expertise of teachers to flourish, to increase their own learning and the learning of their students

«Teachers are reporting increased motivation by students when they are involved in digital learning, and our preliminary research shows that this increased engagement is increasing students» learning outcomes.»

Teachers in the project will be involved in a second year of iQUEST professional development and are likely to increase their implementation of innovative technologies as they are provided additional opportunities to plan and collaborate with other project tTeachers in the project will be involved in a second year of iQUEST professional development and are likely to increase their implementation of innovative technologies as they are provided additional opportunities to plan and collaborate with other project teachersteachers.

Breakthrough Principals leads readers through these processes step by step, drawing on case studies to illuminate how real principals have approached common problems, and providing practical guidance and tools that principals and teams can use to build a shared vision while increasing the quality of teaching and learning; improving school culture; attracting and supporting high - performing teachers; and involving parents and community to help students achieve.

Parents, teachers and other educators engaged and involved will drastically increase the opportunity for success — a fact that seemed ignored by the majority of the DPS School Board.

The PfP programme offers a variety of benefits for the School Principals, learners, teachers, and the school community: • Improves leadership skills of School Principals • Strengthens communities by building relationships with teachers, learners, parents, Principals and other people and organisations involved at the school • Increases self - esteem of Principals as they re-discover their gifts and capacity to lead the school community • Engages parents as active partners in education so that children are more supported and have a better chance to do well at school • Generates a strong sense of community and connection to the school, which leads to improved safety and improved opportunity for the children of the community.

to increase opportunities for teachers to become involved in meaningful ways.

Teacher development involves multi-year goals for instructional improvement (e.g., reading, mathematics) and increased school control over professional development (PD) decisions and resources in the context of district goals for improvement.

Our evaluation of the program, which involved consultations with teachers and students, indicated that the program increased participants» ability to understand their own and others» feelings, and their knowledge of how to communicate in healthy ways.