Sentences with phrase «teachers professional learning courses»

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Vancouver - headquartered China Education Resources, Inc. (CER), an ed - tech company with leading technology of intelligent system and contents to provide online / offline learning, training courses and social media for teachers, students and education professionals, announced its audited financial results for the year ended December 31, 2017.

Students seeking teacher certification must: • Have a minimum of one year of yoga practice experience, any style (recommended) • Have a passion to learn and to explore the deeper dimensions of yoga • Be free of major injuries (please inform of minor but recurring injuries in advance) • Be fully committed to 100 % attendance • Be able to forgot most of their personal and professional commitments during the course.

About Blog The mission of the Montessori Teachers Institute for Professional Studies is to provide experienced Montessori teachers the opportunity to move beyond the initial learning gained from Montessori training courses and the first years of classroom teaching by offering a variety of services that will advance their knowledge, improve their skills as practiTeachers Institute for Professional Studies is to provide experienced Montessori teachers the opportunity to move beyond the initial learning gained from Montessori training courses and the first years of classroom teaching by offering a variety of services that will advance their knowledge, improve their skills as practiteachers the opportunity to move beyond the initial learning gained from Montessori training courses and the first years of classroom teaching by offering a variety of services that will advance their knowledge, improve their skills as practitioners.

If you are a student, teacher, or educational professional in Africa, you should know that online courses, mobile learning (mLearning), and eLearning is the way to pave Africa's future.

Teaching, Leadership, and School Change: A year after introducing us to the schoolwide PBL curriculum at Sammamish High, teacher leader Adrienne Curtis Dickinson reviews how the school's seven key elements (more on this below) have played out in course design, professional development, and student learning.

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.

Fullan (n. p.nos) argues that, as a profession, we need to radically rethink the notion of professional development proposing ``... professional development as a term and as a strategy has run its course» and that the profession now needs a major shift in how teacher learning is both conceptualised and enacted.

District level teacher specialists are developing online courses for publication and use within the Professional Learning Center.

Gerstein has run a number of professional development courses that seek to instruct teachers in how to model a growth mindset amongst students and one of her key principles is encouraging teachers to see themselves as learners, and, just like students are all capable of learning and improving, so too are teachers (Gerstein 2014)

Professional learning support for the delivery of senior schooling courses is also available to enable teachers to have current knowledge about the delivery of ATAR and VET based certificates.

«What this process is about is recognising professionalism, respecting the role that teachers play and it will be a negotiated process between teachers and principals that will outline a set of goals for professional learning and practice that teachers will embrace over the course of 12 months.»

SLRC translation endeavours have included teacher professional learning sessions, conference presentations, research papers, and the development of undergraduate and postgraduate course work.

The three - day course, which will be delivered by IBM professionals, alongside staff from the London Connected Learning Centre, is aimed at primary school teachers with a responsibility for computing in school.

ensuring rigorous initial and continuing professional development High - performing countries establish rigorous initial teacher education courses and set high expectations for teachers» ongoing professional learning.

The course, Dyslexia and Foreign Language Teaching, is aimed at professional language teachers, as well as those in undergraduate and postgraduate education, and of course anyone interested more generally in dyslexia and language learning.

Weintraub notes that all NYPTI's courses delivered via Edmodo are eligible for CTLE professional learning hours and adhere to the guidance of the Standards for Online Learning created by Nassau BOCES, New York Institute of Technology, and NYS Teacher learning hours and adhere to the guidance of the Standards for Online Learning created by Nassau BOCES, New York Institute of Technology, and NYS Teacher Learning created by Nassau BOCES, New York Institute of Technology, and NYS Teacher Centers.

New York Partners for Technology Innovation (NYPTI), a non-profit organization with the purpose of helping educators integrate technology into their instruction, has partnered with the world's largest K - 12 social learning platform, Edmodo, to create blended professional learning courses for teachers.

The three day course, which will be delivered by IBM professionals, alongside staff from the award winning London Connected Learning Centre, is aimed at primary school teachers with a responsibility for computing in school.

A year after introducing us to the schoolwide PBL curriculum at Sammamish High, teacher leader Adrienne Curtis Dickinson reviews how their seven key elements have played out in course design, professional development, and student learning.

In addition to his classroom work, Tim is Dean of Professional Growth at Waynflete School, an organizer of EdCamp Maine, Technology Liaison for Southern Maine Writing Project, and an adjunct at the University of New England, facilitating a course for pre-service teachers called Supporting 21st Century Learning through Technology.

This course focuses on 6 Areas of Development we have identified on having a high impact on student learning and teacher professional learning when integrated with intentional technology.

Get your free copy of The Connected Teacher: Powering Up, plus you'll be subscribed to all the latest professional learning content from Powerful Learning Practice, notifications when we have a sale on our online courses, alearning content from Powerful Learning Practice, notifications when we have a sale on our online courses, aLearning Practice, notifications when we have a sale on our online courses, and more.

The book shares its name with an exercise Elmore uses to conclude courses and teacher professional development sessions, in which participants are asked to reflect on what they learned and how their thinking changed over a certain period of time.

During Literacy - in - CTE professional development sessions, CTE teachers learn to integrate effective models of reading interventions in the context of their CTE courses.

This gap between what teachers learn in pre-service education — and even in subsequent professional development courses — and what they need to know to use assessment effectively is the subject of a major initiative by NWEA.

This year - long journey begins with a coach institute in your district or state, followed by ongoing professional learning through two online courses that employ best - practice techniques for blended learning and require an authentic application to work with teachers.

The EAA has built a blended professional development course for teachers inside of Buzz that uses a variety of resources to help teachers learn how to build a strong learning environment through fostering relationships, creating a common language, developing a shared classroom vision and establishing rituals and routines.

Applicants must be highly effective teachers with proficiency in the content of their course, along with having the skills and competencies needed to lead professional learning for teachers.

She has designed online distance learning courses on Galileo technology and directs the delivery of on - site and online professional development for both administrators and teachers.

With MyFlexPD, teachers can complete PD courses during planning periods, in professional learning communities, or at the moment they have a question.

Relevant and actionable professional learning courses appear directly within DreamBox — giving teachers access to valuable, just - in - time instruction.

Professional Development The Global Teenager Project offers an online Learning Circle Methodology Course that addresses teachers and future teachers interested in developing solid understanding of the Learning Circle methodology in order to participate successfully with their students in Learning Circles.

In this training, participants will engage in high - quality, professional conversations and hands - on learning experiences designed to support Board - certified teachers interested in supporting candidates through the National Board Certification Pre-Candidacy course.

«Because we offer comprehensive course programs that include professional development, lesson planning, practice activities, and built - in assessments, teachers are empowered with a full set of supports and remain solidly at the center of all classroom learning.»

All grant expenditures were required to support professional development for technology integration to further the goal of in - service teachers» modeling of technologies as learning tools for preservice teachers begun earlier in University courses.

The project will create a 30 - hour Professional Learning Unit (PLU) course that will train teachers to systematically address problems of classroom practice and facilitate critical conversations on the delivery of personalized, rigorous literacy instruction.

This innovation brief from Next Generation Learning Challenges (NGLC) focuses on the blended, mastery - based professional development course developed by the Education Achievement Authority of Michigan for teachers in its student - centered learning Learning Challenges (NGLC) focuses on the blended, mastery - based professional development course developed by the Education Achievement Authority of Michigan for teachers in its student - centered learning learning schools.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

Her professional experience includes coordinating the K — 12 Mathematics Teaching and Learning Program for the Olathe, Kansas, public schools for more than twenty - five years; teaching mathematics methods courses at Virginia's Mary Baldwin University; and serving on the Board of Directors for the National Council of Supervisor's of Mathematics, The National Council of Teachers of Mathematics, and the Kansas Association of Teachers of Mathematics.

The course will build on professional learning and progress from the 2015 — 16 year — when students received iPads and teachers attended workshops on integrating the technology into classroom instruction — by supporting the delivery of the Georgia Standards of Excellence through common International Baccalaureate ® (IB) Middle Years Programme (MYP) unit plans, transfering new literacy pedagogy, and experimenting with iPad - based personalized learning strategies.

Assistant Professor of Practice — Math Department Duties (Focus on elementary teacher preparation).5 FTE (90 % teaching, 10 % service) Typical load: 2 courses per semester Duties: The successful candidate will be expected to assume a leadership role with respect to the Mathematics department's courses for pre-service elementary teachers, maintaining a partnership with the Department of Teaching Learning and Teacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assiteacher preparation).5 FTE (90 % teaching, 10 % service) Typical load: 2 courses per semester Duties: The successful candidate will be expected to assume a leadership role with respect to the Mathematics department's courses for pre-service elementary teachers, maintaining a partnership with the Department of Teaching Learning and Teacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assiTeacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assistants.

ACER offers webinars and accredited professional learning short courses for leaders and teachers of schools in different phases of their PAT Professional Learnprofessional learning short courses for leaders and teachers of schools in different phases of their PAT Professional Learning learning short courses for leaders and teachers of schools in different phases of their PAT Professional LearnProfessional Learning Learning journey.

The CenterSource Systems professional development courses and training prepare teachers to be responsive to how the students of the school best can learn and grow socially, emotionally, spiritually (inner development) and intellectually... depending upon their respective stages of development, ways of learning and culture.

While all states have reported alignment of their assessments with their CCR standards, not all have chosen to align teacher evaluations, high school courses of study, or professional learning standards to the standards (i.e. consistency).

Project 2061's publications are widely used in teacher education courses, and its research studies shed light on how textbooks, teaching practices, and professional development can best be coordinated to improve student learning.

The courses, Leading Professional Learning: Building Capacity Through Teacher Leaders and Formative Assessment: Deepening Understanding, offer strategies for building capacity with ongoing, high - quality, job - embedded professional learning and put student learning dProfessional Learning: Building Capacity Through Teacher Leaders and Formative Assessment: Deepening Understanding, offer strategies for building capacity with ongoing, high - quality, job - embedded professional learning and put student learning data Learning: Building Capacity Through Teacher Leaders and Formative Assessment: Deepening Understanding, offer strategies for building capacity with ongoing, high - quality, job - embedded professional learning and put student learning dprofessional learning and put student learning data learning and put student learning data learning data to work.

Principals, evaluators and peer evaluators who want to earn Illinois Administrator Academy credit while learning strategies for being an educational leader who works collaboratively with teachers to promote professional growth should sign up for CEC's Learning Network: Beyond Compliance onlinelearning strategies for being an educational leader who works collaboratively with teachers to promote professional growth should sign up for CEC's Learning Network: Beyond Compliance onlineLearning Network: Beyond Compliance online course.

Using a connectivist theoretical framework (Siemens, 2005), this study focuses on secondary teacher candidates (TCs) who completed, archived, and reflected upon 1 - hour Twitter chats (N = 39) to explore the promise and pitfalls in integrating optional Twitter chats as a professional learning and networking tool in a semester - long teacher education course.

Our research examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participation.

Our two - day face - to - face training courses offer schools and teachers professional learning, tailored according to their experience and needs, through our Professional Learning Pathway for the IEYC, Iprofessional learning, tailored according to their experience and needs, through our Professional Learning Pathway for the IEYC, IPC alearning, tailored according to their experience and needs, through our Professional Learning Pathway for the IEYC, IProfessional Learning Pathway for the IEYC, IPC aLearning Pathway for the IEYC, IPC and IMYC.