Sentences with phrase «types of teachers based»

In Score to Soar, we discuss four types of teachers based on their performance levels and the support they may need:

Not exact matches

If you start by opening PowerPoint and haphazardly typing bullet points, you're off to a rough start, says Adam Sigel, a Boston - based product manager at New York City - based streaming TV startup Aereo, and teacher of Skillshare's Slide Chi: Advanced PowerPoint Design / Workshop Class.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

Both types of courses are professional development workshops that model, teach, and encourage teachers to use inquiry - based, hands - on methods of teaching STEM subjects in their classrooms.

Therefore, many Western teachers started to use those adjustments as a basis for a more fine - tuned and balanced form of assistance, finally creating a type of adjustment that guides movements and helps prevent injuries.

But there are thrilling passages of presentation, of Bressonian presence, that need no backstory, or back - acting — I'm thinking of John Leguizamo as one of the more troubled teachers, Emily Tremaine as an argumentative and possibly horny student who can't understand why Stanley keeps his wife in the room typing up what's being said, and Dennis Haysbert as a lush - haired Ossie Davis in scenes with William Shatner (played with unlikely restraint by Kellan Lutz) taping a TV drama from 1976 based on the Milgram case.

In a time - variable, learning constant competency - based (or mastery - based) system, much as the type Sal Khan has talked about, a teacher's job will be richly rewarding around these types of activities.

This type of student - led discussion — based on Socrates» method of student inquiry rather than teacher lecture — elicits student ownership, deep thinking, critical questioning (PDF), academic vocabulary usage, and a rooted sense of community.

Its to allow teachers to target instruction based on individual needs and types of tests, Michaelis said.

Then, in 2012, a new project based on their experience, which was to develop a fully online system, began: Profiles that make sense to be accessing from outside the institution, as the teacher, the student, a business customer, and so on, could do it from a tablet or a mobile phone, because it is a «responsive» system and it is adapted to all types of devices.

As collaboration and project - based learning become preeminent ways of teaching and learning, many teachers struggle with how to evaluate these types of lessons.

This type of building, created to promote efficiencies and separate students into age - based groups to receive direct instruction by a single teacher, was not designed with adult collaboration in mind.

Edcamps are a type of teacher - organized unconference that allows educators to get together, often for only a day, to engage in discussion - based professional learning.

If you want to know why districts can't afford to give base salary increases to early - and mid-career teachers, these type of pension enhancements are a big reason why.

In their book, Levin and Nolan (2014) reference work done by French and Raven (1960), where they outlined four types of authority bases for teachers.

The worksheet is a starter activity (based on types of words); the presentation contains a starter on «denn / weil», and the lesson leads towards students» writing their own school reports for their teachers using comparisons.

Let your students and teachers make you proud by supporting these types of inquiry - based experiences.

Project - based learning teachers can choose from among many types of driving questions, but sometimes we get stuck when trying to come up with a great one because there are so many considerations in the design process that informs the crafting of an effective driving question.

I've met writers, teachers, media specialists, psychologists, programmers and all types of subject matter experts who somehow have ended up designing web - based and instructor - led courses.

An emerging professional development «economy» of competency based micro credentials has teachers taking a new type of course.

In short, the education research community needs to prime the pump of evidence - based education with a supply of research findings that are of immediate relevance to workaday decision - making, e.g., recruiting tools that enhance the effectiveness of the workforce; ways to increase the productivity of the central office; and differences in the impact of available curriculum materials for particular types of teachers and students.

Lee Shulman (1986, 1987) originally proposed a model for representing the types of knowledge that form the basis for teachers» choices and actions.

Additionally, based upon classroom observations, teachers» at Caldwell had different levels of technology knowledge within the school, suggesting the types of PD that they required would be different.

The type and amount of support a new teacher receives should be differentiated based on a teacher's needs, with baseline requirements met at all sites.

What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

In the context of this work, it soon became apparent that the research base on content - focused instructional coaching was thin and provided little guidance on the types of activities in which coaches might engage teachers to support them in developing ambitious and equitable instructional practices.

When states are placed on the continuum based on their teacher plan type, it's evident that a majority of states still enroll teachers in a traditional defined benefit pension plan.

Some types of instructional practices are commonly considered «evidence - based,» and so presumably their use by teachers should result in increased mathematics achievement.

schools receive a certain allocation of Full Time Equivalent (FTE) people of different job types (e.g. teacher, assistant principal) based on student - to - staff ratios;

Cindy Golden, a seasoned special educator, administrator, and psychologist with almost 30 years of experience, has based this teacher - friendly toolkit on her popular OMAC (Organization and Management of All Classrooms) system — an innovative approach to creating effective classrooms for students with all types of disabilities.

Policymakers can support and incentivize these types of evidence - based professional development models by providing more personalized models of professional development that move beyond teachers» «seat time» to models that promote active learning and that take place within teachers» classrooms, considering the context of one's students, classroom, and school.

Local decision makers can support and incentivize these types of evidence - based professional development models by providing more practice - based models of professional development that move beyond teachers» «seat time» to models that promote active learning and take place within teachers» schools, considering the context of their respective students, classrooms, and school site goals.

With $ 360 million in additional Race to the Top money, it is backing work by states to design new testing systems that it says will measure student growth — rather than capture a snapshot of achievement — supply real - time feedback to teachers to guide instruction, and include performance - based items to gauge more types of learning.

«It can't just be the same type of support because, just as we differentiate learning for students based on their living conditions, we also need to do that for teachers based on their unique working conditions.»

To maximise student learning progress, teachers need to use evidence - based teaching practices in the classroom, including targeted teaching and the types of practices described by John Hattie in Visible Learning.

In addition, school - based teacher education is supported by various types of teacher educators — including, but not limited to, mentors, university supervisors, peers, instructional coaches, administrators, district - level supervisors, university faculty, and other professional development providers.

Lesson transcripts were made available to teachers and used as the basis of a personalised «dashboard» which provided information about key features of lessons, such as the balance of teacher and pupil talk, the amount of «thinking time» given to pupils and the types of questioning used.

These communication types might not be generalizable to all teachers because it is based only on our analysis of three teachers (Erlandson, Harris, Skipper, & Allen, 1993).

He also reviewed research on teacher effectiveness based upon type of preparation (traditional training, alternative training, and no training), which found that all forms of teacher training provided virtually identical results for student growth.

«Our teachers feel strongly that this type of evaluative tool is unfair based on the abundance of problems with the exam, the content, and the statistical insignificance of the students» scores,» she says.

For instance, the salary earned by a Wisconsin certified teacher is based on a number of factors, such as experience, education, location, and type of school.

Some new licensure exams require prospective teachers to demonstrate their skills leading a classroom in order to pass.23 These types of skills - based tests have the potential to more meaningfully measure teaching skills.

Here, we should emphasize the difficulty many teachers experience when they encounter the type of fundamental change presented by inquiry - based practices (e.g., Windschitl, 2002).

Instead a panel of experts will produce a different type of accountability, based on tests within schools and the assessment of teachers.

Her primary research interests involve children's literacy development across the K - to - 12 grade span; common types of literacy difficulties; and teachers» knowledge base and preparation for teaching reading.

The program seeks to not only address the shortage of STEM teachers, but to change university - based teacher preparation to resemble the residency - type training doctors receive.

While I've talked about project - based learning recently with fellow teacher Linda Kardamis, this type of student - driven learning is far beyond just a project.

These Standards demonstrate an approach to accrediting initial teacher education programs that is based on an assessment of their impact, drawing on two distinct but related types of evidence: evidence of pre-service teacher performance, that is evidence that is collected from within a program in relation to a pre-service teacher's performance; and evidence of graduate outcomes, that is evidence that is collected following completion of a program in relation to the achievements of a program's graduates.

«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.