Sentences with phrase «view teacher practice»

Have several observers view teacher practice together and afterwards discuss what each person observed.

To ensure that all observers are on the same page in their ability to identify and rate observations with consistency, Learning Sciences suggests that within any system of observation observers take the time to view teacher practice together and then discuss what each person observed.

Not exact matches

He has tried to carry out his work both as a scholar and as a teacher, in two continents, with a view to practicing and teaching understanding.

Or it could be a program with a meditation teacher, weaving in sessions of meditation with teachings about the view of practice.

From a purely physical point of view yoga teacher training can give you the tools to enhance your asana practice.

Teachers, instructional designers, educational institutions, companies, and even organizations have started to heavily rely on the use of social media in formal learning, to share practices, promote information and educational material, share opinions, views and comments, embodying them in training programs and individual courses.

Further, the particular forms that are viewed as socially desirable vary from culture to culture and setting to setting and thus have to be learned by students (e.g., interrupting teachers to ask questions or to express opinions is standard practice in American classrooms whereas Japanese students are expected to be very quiet during class).

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

On the other side, from this point of view, are those who are «soft»: people who are opposed to measuring outcomes, who in theory want to empower teachers but in practice want to support a failing status quo.

Teacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prTeacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher's daily practice.

It's about providing a bird's - eye view of your classroom from a digital perspective, as well as an opportunity for other teachers to use your resources and to follow your daily practice for inspiration.

Sullivan is also working with Year 6 to 9 teachers, with a view to preparing them for a similar change in practice.

Leaders in high - performing, high - poverty schools hold a view similar to this one expressed by a superintendent in a Northwest school district: «There is a bright red thread running from every student - learning problem to a problem of practice for teachers, and finally to a problem of practice for leaders.»

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

This way, staff are confidently identifying and meeting the needs of all learners, and evidence of this can be seen from observations of classroom practice, progress and attainment data, the scrutiny of work produced, discussion with teachers, the views of parents / carers as well as the views of the pupil, too.

Three case studies were selected for analysis to explore how changes in the teachers» educational views and practices resulted from their exposure to teaching and learning with technology.

The study encourages educators and teacher educators to be sensitive to the influences that teachers» educational views (on learning, teaching, and technology) have on their practices and on their capabilities and need to interact with others (authority figures and colleagues).

As the values necessary for this century change, teachers are modeling them as a part of their teaching practice: tolerance, valuing difference, peacefully resolving conflict, views wider than just individual curriculum areas, global awareness, future orientations, and the importance of reflection in learning.

«We have to view ourselves as professionals with a practice,» National Teacher of the Year Dr. Betsy Rogers told Simsbury (Connecticut) public school district faculty and staff at their 20th beginning - of - the - year convocation.»

What's more important to them is forming «change agents» — new teachers who push back against school practices and resist modern reforms, reforms that have little to do with the romantic view of schooling that so many of Dewey's descendents so ardently espouse.

In seven essays, Elmore lays out his provocative views on the topics he has spent a lifetime studying, including «scaling up» good educational practice, responding to accountability measures, and the challenge of boosting the knowledge and skills of teachers in the face of obstacles.

Currently, many teachers view observation as the same thing as evaluation when in fact these structures (informal, formal and walkthrough observations) provide a means for gathering what Charlotte Danielson, Dr. Robert Marzano and others experts refer to as a preponderance of evidence in order to make a reasoned judgment about a teacher's overall practice.

High - engagement teachers» use of more concrete examples in connecting student engagement theory and data seemed to contribute to their view of instructional practice as being constantly in development.

In our view, nothing could be more important than documenting practices that help teachers in high poverty schools scaffold their students» learning and achievement.

By combining multiple sources of information about a teacher's practice, administrators can obtain a more comprehensive view of an individual teacher's ability, as well as focus areas for potential development.

The Huffington Post started by asking respondents about their views on labor unions, as teachers» unions generally work to protect practices like tenure.

The tools include a detailed rubric for matching a candidate's skills and experiences to different school leadership openings and a «learning walk» protocol that gives district supervisors a way to observe and assess a candidate's point of view and interpersonal skills as the candidate observes and comments on actual school practices, teacher actions and student behaviors.

As as highlighted in the The Santa Fe New Mexican, he testified that he viewed the new system as «an improvement over past practices [namely the Adequate Yearly Progress (AYP) measures written into No Child Left Behind (NCLB)-RSB- because [he believed the new system gave] him more information about his teachers.»

Some teachers are interested in creating guided reading groups and they are working through their understandings of this practice by reading professional literature, viewing videos, and trying out guided reading groups with their students.

The implications of the preservice English teachers» views on technology use for reflection are then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.

In addition, all Forest View teachers were to be evaluated with a new evaluation tool that named a set of high - leverage instructional practices.

Whereas the NFER survey is about asking teachers questions about their practice and their views, I think it would have been invaluable to explore practice deeper by observing phonics teaching in action.

We broadly view PD as an intact activity system (Greeno, 2011), where teachers interact with content, instructors, facilitators, and peers in the context of their own instructional practice.

The Occupy the DOE events reflect educators» mounting frustrations with education policy and practice that doesn't appear to take their views and expertise into account (see the Report Roundup in this issue for more on teachers» increasing job dissatisfaction).

This feedback should be constructive and concise so the teacher has a realistic view of his or her practice.

The fact that many teachers come into the profession with little in the way of subject - matter competency and training in classroom instructional methods — a fault that lies largely with the failures of the nation's university schools of education (who are aided and abetted by the NEA and AFT)-- also means that not every teacher has the expertise needed to offer a thoughtful view on policies and practices.

From a high - level perspective, the positive dispositions found for the practicing science and technology educators, principal investigators and evaluators, and technology infusion faculty in this study can be viewed as a target level toward which one might hope the middle school students and the preservice teachers might evolve.

The views and practices of lower secondary teachers and their headteachers in England, compared with other countries.

In order for postsecondary schools to effectively make systemic reform, professional educators must view PK - 12 teachers as active learners, who are willing to question and make needed changes in teaching and school - wide practices.

Indeed, the simplicity of the guided video viewing activity may help overcome the resistance that Shepherd and Hannafin (2008, as cited in Rich & Hannafin, 2009, p. 64) encountered from teacher education faculty, preservice teachers, and cooperating teachers to using video annotation tools for analyzing the teaching practice of student teachers.

From this, we gain insight into how teachers view their practice, students, parents and subject knowledge.

Teachers can create amazing video recordings of classroom best practices and store them on a website, or YouTube channel using a Ricoh Theta camera that records a 360 - degree view of a room.

Teacher candidates» indirect participation in more than one teacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (pTeacher candidates» indirect participation in more than one teacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (pteacher's decision - making may be especially important to the peripheral part of Lave and Wenger's (1991) legitimate, peripheral participation: «Peripheral participants can develop a view of what the whole enterprise is about... [rather than] a set of dictates for proper practice» (p. 112).

In fact, we should also demand a full accounting of the professional practices of teachers, principals, and district administrators from a system view and not just a special case view.

A small public high school in eastern Kentucky supports the teacher views cited above that collaboration and autonomy are critical to successful classroom practice.

I believe all teachers can learn to be both data lovers and their own personal data coaches if we encourage these expanded views about measuring teaching practice and learning.

This report presents the views of teachers on the district's evaluation reform and the extent to which it has affected their instructional practice.

Throughout the process of becoming a National Board Certified Teacher, I've had to assess my own teaching practices, plan to improve my instruction and act on those plans, view my own teaching, and reflect on my teacher actions and student leTeacher, I've had to assess my own teaching practices, plan to improve my instruction and act on those plans, view my own teaching, and reflect on my teacher actions and student leteacher actions and student learning.

The implications of the preservice English teachers» views on technology use for reflection were then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.

The team also used a micro-teaching protocol to share instructional practices by viewing a short video clip of one teacher's classroom.