Sentences with phrase «team focused on student learning»

Grade - level teams: Grade - level teams focused on student learning have also been supported by research.

Not exact matches

The focus of the research team, which includes UD graduate student Clark Nissley, was on the Atlantic brant goose, a bird whose population has been fluctuating and on a moderate decline for many years, to learn if limitations during the summer breeding season have accelerated that trend.

The phrase «agents of change» took on whole new meaning for me as the Harvard research team focused on looking at students» learning specifically in these three areas:

Whole - school commitment: All staff are required to participate in the process, which involves being an active member of a professional learning team focused on understanding student data and improving instruction.

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

The curriculum focuses on personal development and team learning projects sourced from students» home regions.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Southern California's San Fernando Education Technology Team focuses on learning by doing and speaks to students» fascination with technology.

Students and teacher teams focusing on learning deeply have the force to achieve learning beyond the traditional education dam and shoot out over the spillway to not only understand the torrent of available knowledge, but to also add to it in phenomenal ways.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

This leader's team would need to include additional organizers who could focus on implementation issues in targeted schools or student populations, and each of these people would need to be accountable for learning success among their assigned students.

By focusing on discussion and collaborative learning, College Prep encourages a culture where students learn the content material, as well as how to think critically and to work in teams.

Team meetings can be effective in a variety of ways, as long as the focus remains on students and learning.

Connected learning is a huge focus for libraries, as they've become places for students to Skype, blog, work on Minecraft challenges, or team up with peers near and far.

«Loud and Clear: Students Find Their Voices Through Multimedia» Southern California's San Fernando Education Technology Team focuses on learning by doing, and speaks to students» fascination with technology and all things digital (JulStudents Find Their Voices Through Multimedia» Southern California's San Fernando Education Technology Team focuses on learning by doing, and speaks to students» fascination with technology and all things digital (Julstudents» fascination with technology and all things digital (July 2002).

The principal, working collaboratively with a leadership team, focuses on building a learning community that involves all teachers and places top priority on the education and healthy development of every student, teacher, and staff member.

«The most valuable aspect of the workshop was the simple message to focus on student learning as a team, and the DuFours gave us excellent tools and steps to do that.

«I love two things about Doug Lemov and the Uncommon Schools team: a relentless focus on student learning, and a dedication to the proposition that the best professional development occurs when teachers learn from teachers.

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?

EF Education First Collaboration with Harvard Grad School of Ed Team Looks to Unlock Mysteries of Language Learning Boston Globe, June 21, 2013» «The collaboration will begin by focusing on how students acquire written English proficiency,» EF said in a press release.

This resource was used as part of a lesson focused on independent learning in which students worked in their relay teams to identify the relevant teaching points.

The school will form a Creative Leadership Team focused on coaching teachers and linking students» curiosity and math to artistic creations — making multi-modal learning memorable.

I'd like to establish one that includes a behavioral instruction support team and focuses on building relationships and helping students learn behavioral expectations.

Team meetings become focused on identifying patterns in learning preferences, student essay writing, and effective instructional interventions, and can result in a fully connected student experience.

The Team arguedthat focusing on the improvement of teaching without looking at school conditions that support teaching and learning is unfair and will miss critical influences on differences in student outcomes.

A variety of resources help empower your team so they can focus on student learning.

Other employees need to learn how to work effectively as a team with the goal of protecting the principal's time so the principal can focus on improving student achievement.

Organizing educators and other adults into teams with students as partners focused on learning outcomes for everyone positions project - based learning as a key avenue towards Meaningful Student Involvement.

Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results.

The Mayor's task force, the E4E teacher policy team, and teachers and advocates across the country know that restorative approaches to discipline and a focus on social emotional learning make students» lives better, and make them more effective learners,» said Rosalynn Bristol, 8th Grade ELA teacher at IS211 in Brooklyn.

For teachers to participate in such a powerful process, the school must ensure that everyone belongs to a team that focuses on student learning.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

This calendar is an organizational tool for the leadership team and staff, captures the work that supports student achievement efforts and teacher growth, and highlights meaningful connections to keep the focus on teaching and learning.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Educators must be involved in site - based, collaborative learning teams focused on engaging in collegial feedback, implementing specific educational practices related to improving student learning, and engaging in intentional reflection on and adjustment of those practices; and

In data - focused team meetings, teachers may eagerly examine a wide variety of information on student learning, consider multiple interpretations of the data, support one another in developing meaningful instructional improvements — or not.

The initiative focuses on comprehensive overhaul of systems that contribute to student achievement, with individual teams led by assistant superintendents, the chief financial officer, the director of pupil services and the chief human resources officer — Joseph Pettiford — who is responsible for implementing hiring, onboarding, management, evaluation and professional learning processes designed to empower educator effectiveness and student performance.

Now that your data team has clarified inferences about your data, you can focus on using this information to pinpoint very specific student learning problems and generating solutions that can truly impact your students» achievement.

Participating teams focused on the science of brain research and trauma, the impact and implications for learning and what educators need to know and do to support all students.

Snow said she has one team of teachers whose focus in their professional learning communities is on figuring out how to better get students to use complex sentences.

Participating teacher teams focus on a learning gap identified from one of their classrooms, then identify a technology resource or tool to support students in overcoming the learning gap (Figure 7).

Rather than focus on skill - and - drill learning alone, however, the school pushes students to tackle real problems and projects, work in teams, and perform for real audiences.

Teacher, parent, and student reports on individual school - quality indicators showed improvement in student safety and well - being, involvement, satisfaction, quality student support, focused and sustained action, standards - based learning, professionalism and system capacity, and coordinated team work.

First the team identifies students who are struggling and focuses on a key issue — be it underdeveloped skills, a learning gap or a lacking social support — that holds them back.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39

A learning design grounded in curriculum and instructional materials focuses learning on the content of materials, refinement of lessons and assessments to meet unique student contexts and needs, and rehearsal with any materials team members want to fine - tune before using with students.

With an eye to building teacher capacity, the administrative team at DCIS at Ford is focusing teacher learning for 2015 — 16 year on deepening educators» understanding of the Common Core standards and what it will take for every student to master grade level content.

Conversations among teams are continuously focused on standards, instruction, skills, adequate learning opportunities, assessments, re-teaching, and student feedback.

Johnson then focuses on the key leadership roles at all levels of the system (e.g. district, school, team), and how each must contribute to student learning.

The design of this initial implementation focusing on 15 - 20 students as a team should generate application of insights and learning to impact the writing of all students and hopefully impact teaching and learning in other content areas as well.