Not exact matches
These and other distinctions mean that
assessments that truly measure the Common Core will likely look different from current state tests, necessary as we move from fill - in - the - bubble tests
toward more engaging
assessments that better mirror good instruction in the
classroom.
Comprised of research - based teaching strategies and laid out like a road map, this lesson segment gives educators directions for moving
classroom instruction towards rigor, to the demands of Common Core State Standards, and
toward preparation for CCSS's aligned
assessments, such as PARCC and SBAC.
By adding scales to our
classroom practice, we can easily use the formative
assessments to provide specific feedback to students about their progression
toward the learning goal.
In a report that was set for release this week, the commission lays out a 10 - year plan for states to develop systems of
assessment that go beyond identifying student achievement for accountability purposes and
toward improving
classroom instruction and giving greater insight into how children learn.
The push
toward standardized test scores like the PARCC, Stanford and other knowledge - based
assessments has encouraged this laser focus, but it means that in many kindergarten, 1st grade and 2nd grade
classrooms science and social sciences get short shrift.
Strong technical skills, particularly in integrating technology in the
classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required
assessments Communicate regularly with parents Continually assess student progress
toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly
assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the
classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Classrooms that engage in formative
assessment practices are ones in which teachers are explicit about expectations for learning and both teachers and students monitor students» work in terms of progress
toward those expectations.
Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered
classroom; (4) the role of the teacher in a whole language
classroom; (5) examples of democratic
classrooms; (6)
assessment procedures that are compatible with a whole language philosophy and how
assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move
toward an inclusive environment; and (10) one teacher's move to the whole language approach.
If grades reflect a student's progress
toward learning, what might that mean for the
assessment and policy procedures in their own
classrooms?
A central project question is, «How might
classroom teachers initiate and sustain moves in their practice (to include planning, instruction,
assessment and parent engagement)
toward increasing quality for English language learners?»
Over time, the focus shifted
toward classroom practice, with detailed school
assessments, support for curriculum development, and training to establish Professional Learning Communities.
How frequently do you engage in your own self - reflection and self -
assessment of your attitude
toward yourself as a
classroom teacher, your attitude
toward your students, and your attitude
toward your practice as a
classroom teacher?