And by impact we mean, for example, stating specific changes in a teacher's classroom strategies or clarity about a changed approach by a middle leader to addressing variation in
teaching quality in her team.
Not exact matches
The Information Technology
team will provide the highest
quality technology - based services,
in the most cost - effective manner, to facilitate the Haskayne School of Business as it applies to management,
teaching, learning, and community service.
This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense
in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes
in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess
in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive
qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself
in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required
in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't
teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling
in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national
team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points
in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis
in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself
in and around the box far too often... let's face it Wenger was ready to throw him
in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive
in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players
in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence
in Real or the space and protection he receives
in the German National
team's midfield, where
teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived
in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components...
in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them
in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion
in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin
in that wing - back position should we continue to use that formation...
in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often
in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and
in many ways most crucially, Giroud, there is nothing about this
team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class
qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place
in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this
team is like an addiction to heroin without the benefits
The USDA Farm to School
Team is helping to provide
quality foods
in school menus, to increase markets for local farms, and to
teach young people of all ages about the source of the food they enjoy.
We will
teach you how to build a successful business
in the fitness industry and will help you form a
team of dedicated, passionate coaches that provide
quality training to your clients.
In this context, the responsibility of schools is to ensure high
quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the
quality of
teaching and learning practice for individual teachers,
teams and schools.
Based on the literature reviews, observations
in the schools and meetings with the departments at the Ministry of Education, the
team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican
Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the
Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools
in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.
Put simply, a principal and leadership
team that knows how to use the resources and expertise available to them
in ways that maximise the outcomes students can achieve is a key determinant of the success of the school and,
in particular, the extent to which teachers can deliver high
quality teaching to each and every class.
According to the Australian Council for Education Research and Queensland Department of Education, Training and Employment's National School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership
teams can have
in improving the
quality of
teaching and learning... and establishing strong professional learning communities.»
A
team - oriented approach to
teaching, one that encourages educators to think about the success of a student well beyond the year they spend
in a particular classroom, is a vital part of education, agreed panelist Tim Daly, president of the education nonprofit TNTP, which addresses issues of teacher
quality.
««Historically, the incentives
in America have been for teacher preparation to be «fast and cheap» rather than longer and higher
quality,» said Shael Polakow - Suransky, President of Bank Street College and a member of the Transforming
Teaching leadership
team.
This will make it easier to prioritise and resource LOtC; ensuring that commitment to LOtC is underpinned
in school policy and the learning development plan; mobilising support from governors, staff, parents and the wider community; supporting the CPD of the
team to improve the
quality of
teaching through more effective use of LOtC; and utilising pupil premium funding to finance trips for disadvantaged pupils.
So one of the key questions
in that written reflection is «Are there particular suggestions you'd like to make to the leadership
team for the college to improve its
quality of
teaching and learning based on the domains of the NSIT?»
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains
in Opportunity Culture — January 11, 2018 Days
in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced
Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site
in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great
Teaching — January 11, 2017 Start 2017 with Free Tools to Lead
Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead
Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High -
Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is
Teaching Really Different?
So, I think it's important for the principal and the administrative
team to say, «
In our county and school, we follow these research - based,
quality teaching strategies.»
From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers
in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education
team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high -
quality teaching and comprehensive college - preparatory curricula.
Lisa is a contributing author to several publications, including Navigating Assessment and Collaboration With the Common Core State Standards; Standards and Assessment: The Core of
Quality Instruction; Interactive Viewing Guide; Data
Teams in Action; and Ahead of the Curve: The Power of Assessment to Transform
Teaching and Learning.
As the project has progressed, teachers have increased
in leadership
in substantive and practical ways: taking responsibility for project logistics (communication, calendar planning and recruitment), co-constructing the agendas, sharing more openly about the dilemmas and successes
in practice, and ultimately using the
team meetings as a context to problem - solve as a group to increase the
quality of their
teaching.
This document represents the work of a
team of educators representing various grant projects and organizations, including: KyNT3 — Network to Transform
Teaching administered through the Educational Professional Standards Board, Instructional Transformation Grant administered through the Kentucky Department of Education, CTL — the Collaborative for
Teaching and Learning, The Fund for Transforming Education
in Kentucky, the Kentucky Education Association, Hope Street Group, and the Bluegrass Center for Teacher
Quality.
Her work
in the Middle School
Quality Initiative (MSQI) involved helping school leaders and teacher
teams to implement school wide systems of assessment
in literacy, integrate vocabulary instruction across content areas, and plan, develop and
teach strategic reading lessons for students reading below grade level.
To demonstrate, he and his research
team created an alternative framework based on multiple school -
quality indicators — including
teaching environment, student commitment, and learning resources — for an urban district
in Massachusetts.
The second is to educate individuals
in the nature of cooperation and constructive conflict resolution through the use of cooperative learning (formal cooperative learning, informal cooperative learning, and cooperative base groups), cooperative schools (cooperative
teaching teams, school - based decision - making, cooperative faculty meeting), constructive controversy (academic controversy to increase
quality of learning and decision controversy to increase
quality of decision making), and peacemaking (problem - solving negotiations, peer mediation, violence prevention).
CEELO Senior Fellow Jim Squires presented this material during a webinar to the EarlyEdU Alliance, a 35 - member consortium of institutions for higher education and 16 state - based
teams supporting
quality teaching in Head Start and early childhood programs.
Ms. McDonald also is a member of the Illinois Education Research Council, the NEA Teacher
Quality Advisory Group, and the NEA Foundation Project Management
Team for the National Institute for Local Innovation
in Teaching and Learning.
In the authors» own ongoing research, they examine how the
teaching quality of a grade - level
team hinders or supports the effect of collaboration on student learning.
In 2016, CEELO and BUILD provided technical assistance to 12 states teams in a State Learning Table that promoted peer exchange and best practice to align and enhance state policy that improves the quality of teachin
In 2016, CEELO and BUILD provided technical assistance to 12 states
teams in a State Learning Table that promoted peer exchange and best practice to align and enhance state policy that improves the quality of teachin
in a State Learning Table that promoted peer exchange and best practice to align and enhance state policy that improves the
quality of
teaching.
Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is
team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the
quality of professional learning and its effect on
teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work
in teams to engage
in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen
teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends
in planning and facilitating professional learning.
Strong leadership
qualities and ability to train,
teach and motivate sales
team in all store operations, sales and customer service according to company standards
Teo Perez 16102 Emerald Estates drive, Unit # 135, Weston Fl, 33331 (954) 6680335
[email protected] OBJECTIVE To use my expert abilities
in Marketing and as a Golf Professional at a
quality golf facility
in the areas of Membership sales,
Teaching, Developing Tournaments, Merchandising, Budgeting,
Team Building, and Playing.
Excelled
in early nursing career as RN / nurse
team leader (2/1992 to 5/1995) and hospital staff nurse (6/1989 to 2/1992), with commendations for
quality of total patient care from community /
teaching hospital employers.