Sentences with phrase «type of teacher leader»

These findings echo those of Wallace et al. (1999) and Miller et al. (1999), that a focus on a particular topic (such as a new curriculum) and type of teacher leader activity (such as dissemination) in a preparation program was manifested in teacher leader practice.

Not exact matches

Priority should be given to establishing certain types of groups: As indicated earlier, one of these is a group for church officials, other lay leaders, teachers, and youth leaders.

They have prepared many college teachers, leaders of the ecumenical and other interdenominational enterprises, and have trained men and women for other special types of ministry which do not fit readily into the traditional pattern of theological education.

«It gives a different type of feel to the connection between student and teacher,» says Gregory Sashington, an Urban Prep, Englewood Campus Pride leader, alumni, and assistant dean.

The seventh, comparing classrooms within schools that did and did not have an MCL, showed no statistically significant impact, because reading improved in both types of classrooms after multi-classroom leaders began leading some of the teachers in each school.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

The first page of a section for teachers and subject leaders, examining the relative value of three main types of interactive talk in the classroom: IRF (Initiate Respond Feedback), Dialogic, Exploratory.

Dr Alex Hill, Director of The Centre for High Performance, joins Teacher to discuss why there are five different types of school leaders, but only one type that can turn around a failing school.

However, how we acknowledge this leadership and learning connection in terms of language remains a difficulty because who counts as this type of leader is always a tension when highlighting the collective rather than individual space in which teachers lead.

Though we have little doubt that teachers, principals, and school leaders in district schools genuinely desire to enact the types of reforms that will benefit students, the traditional incentive structures that have long dominated K — 12 education stifle bold action when and where it is needed.

These studies reported positive impact, although the type of impact and form of teacher leader support varied.

For example, Maine recommends that districts adopt «longevity pay incentives» and create teacher leader programs in high - poverty schools.54 The plan also states that the Maine Department of Education will work with teacher preparation programs to assess the type and level of preparation afforded to aspiring teachers wishing to teach in high - poverty schools, isolated schools, and high - risk school settings with the goal of offering more supports, including housing, loan forgiveness, and housing for teachers in these types of schools.55

After our last Harvard Business Review article looking at the one type of leader who can turn around a failing school, we received emails from several Head Teachers saying,» I'm making the long - term changes you suggest, but I'm about to be fired!

«I'm excited that we have begun our work with these national leaders and that our local school districts will be able to use their expertise to help build the types of comprehensive evaluation systems that will provide meaningful feedback to teachers while gauging their effectiveness in a fair manner.»

Teacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that sTeacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that steacher leaders and the effectiveness of that support.

Russell Hobby, leader of the National Association of Head Teachers, said there was a need for «unified local planning» to ensure that even with different types of state school there would be enough school places in each area.

These studies reported positive impact, although the type of impact and the forms of teacher leader support examined varied.

Four studies that examined different types of strategies used by teacher leaders documented that lesson planning is an instructional support practice employed by teacher leaders (Cruz, 2003; Gigante & Firestone, 2007; Mangin, 2007; Moore, 1992).

Gloria Romero: Money leads Democrats to put teachers unions over poor kids Ben Austin: Democratic leaders will follow parents on ed reform, eventually Richard Whitmire: Houston & D.C. offer paths for ed reform Democrats Joe Williams: Suburbs hold key to resolving Dem tensions over school choice Myles Mendoza: Rahm Emanuel offers lesson for Democrats on ed reform Doug Tuthill: New type of teacher union is key to relieving Democratic tensions

We strive to strengthen and expand the Neuroteach Network so that every student — regardless of zip code, school type, or school enrollment — will learn from research - informed teachers and school leaders who know how his or her brain works, learns, and changes.

Main findings from the study reveal that while impact and satisfaction differed by the type of role among teacher leaders (peer coaching vs. modeling roles), principals and teacher leaders across the city reported high levels of satisfaction with the value added to their school in having teacher leadership roles.

The state has provided schools with some common resources, including sample year - long plans, videos, and examples of the types of questions students will be tested on, and created a cohort of teacher - leaders to offer guidance to their peers.

But as these city leaders push forward, educators of all types are raising important questions about how this current rhetoric translates into the day - to - day realities of teachers and, more importantly, the day - to - day realities of students like Maria and Daniel, and their families.

Mursion's technology enables organizations to develop customized, authentic simulations of complex interpersonal interactions, including the types of interactions that school leaders have with teachers and parents / guardians every day.

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

«We need to fairly fund kids across all types of public schools and ensure that all students have access to great teachers, leaders, and schools, and that there is transparency and meaningful accountability for results.»

When curriculum and assessments are selected and instructional lessons are planned and implemented, it is important for leaders, teachers and students to understand different types of assessments that might be used.

«Just like with the Teacher EPI, the Principal EPI gives our hiring directors and executive team a really strong research - based evaluation that allows them to say, «This is the type of leader I need at this campus,»» Chris said.

And, through the new professional development fund, we will provide more teachers with access to the types of high - quality professional development opportunities that teachers and school leaders have told us they want and that will place the teaching profession in England on a par with the best in the world and ensure our children get the best possible education.

Malcolm Trobe, interim general secretary of the Association of School and College Leaders, said: «Whatever the type of school, two of the essential ingredients for success are sufficient funding and teacher supply.

A note to school leaders: You have a unique opportunity to empower your teachers to execute this type of strategy through professional development as well as norming expectations for rigorous work products in your building.

We have all types of professional membership based groups for content areas, interests, administrators but it's almost impossible to find a professional membership organization for teacher leaders.