Sentences with phrase «weekly meetings with teacher»

You will attend and may lead weekly meetings with teacher / co-teaching pairs to further develop their skills and track their progress as they develop as a team.

Participated in weekly meetings with teachers to provide insight and updates on progress or other student needs and suggested possible resources to assist

Not exact matches

The minister met weekly with a dozen or so of the teachers for a period of two months.

Teachers at Mesquite meet weekly with the student achievement teacher to review the most recent assessment data and plan instruction for each student accordingly.

The non-negotiable teaching strategies used at Cochrane are reinforced in a collaborative and supportive environment, with three weekly grade - level meetings for teachers.

Lenz and Director of Instruction Jeannette LaFors spend much of their time working with schools: meeting weekly with school principals and teachers at their campuses, analyzing and reflecting on results, building out Envision's professional development programs, and working with teachers to create tools that can support projects.

Summit also has an internal mentorship program, which consists of weekly ten - minute, student - led, one - on - one meetings with an assigned teacher who becomes a student's academic coach, college counselor, family liaison, and advocate.

As a classroom teacher, I personally would rather meet with my administrator online prior to a classroom observation instead of having to rework my weekly lesson plans.

Students who miss a total of 10 days or two weekly meetings in a row, without contact with their teacher, are dropped from Resource Link and will need to reapply.

Throughout the year the superintendent and directors met and coached the principal on regular monthly and weekly schedules; district curriculum personnel worked with teachers on their instructional needs; and the district supported efforts to improve after - school programs for low - performing students.

They help develop other teachers by meeting weekly with subject - area teachers to facilitate their professional learning community (PLC) planning and also overall schoolwide professional development.

Teachers also hold weekly office hours and are available to meet with scholars and learning coaches when necessary.

During weekly, hourlong planning time, coaches meet with PLCs to support teachers in ensuring lessons are aligned with standards.

Ongoing professional learning includes: a three - day intensive summer training followed by weekly meetings with a school - based T3 coach; regular teacher - leader cohort meetings and professional learning for teacher - leaders across the district or region; an annual conference; participation in an online collaboration platform.

To further strengthen the relationship between evaluation and instruction, TAP requires schools to have weekly, hour - long cluster meetings in which TAP - trained master teachers work with teams of teachers of a particular subject or grade level.

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

During her weekly visits, she meets with administrators, teaches model lessons, observes classrooms and offers tips to teachers afterward, and facilitates meetings among teachers, like the kindergarten curriculum - writing session.

Under the direction of an advisory teacher, no more than 15 students meet weekly to discuss problems in their lives and to learn how to deal with them.

In addition to staying closely connected with students and parents, our counselors meet weekly with eAchieve Academy teachers to discuss specific students» strengths and weaknesses.

They will meet weekly with the teacher online to review progress from the previous week, share observations and discuss the next week's activities.

They meet weekly, dissecting encounters she has with students and parents, planning academic projects and preparing for observations and meetings with teachers.

Ideally, a new teacher would meet with a mentor teacher weekly during the first year, said Arthur Levine.

Together, they fill a whiteboard with interconnected professional development opportunities for their teachers over the next eight weeks: a morning meeting and daily classroom coaching sessions, weekly peer meetings, the filming of teachers for an all - faculty critique, monthly performance reviews, visits to higher - performing schools, potlucks, and happy hours.

Coley holds weekly one - to - one meetings with new teachers and conducts workshops and small group meetings to discuss instruction and curriculum with all teachers.

«Our teachers meet during one plan time a week with their grade - level team, coach, and principal to create and / or unpack weekly standards - based lesson plans,» Sandra explains.

At Libertas communication consists of weekly academic and character reports, frequent phone communication with the teacher, and monthly cafecitos or meetings with the school leader.

Collate and maintain accurate and complete student records, including preparing and delivering progress reports and report cards; creating and maintaining a weekly schedule that meets the hours of student support on your caseload; maintaining student work samples; and meeting with parents, guardians, and teachers to discuss these records.

Jim Fossett is in his second year as the principal at Tonopah High School, working to transform the school 210 miles north of Las Vegas into a collaborative environment, where teachers meet weekly one - on - one with each of the school's 115 students.

Mentors are assigned to work with new teachers frequently (weekly) and intensively (an average of 60 minutes per meeting) during their first two years.

BARR teachers meet weekly to discuss each student in the cohort's performance at a very granular level with a focus on identifying strengths, fostering relationships, and engaging with students more deliberately.

Through the program, teachers implement the evidence - based Open Circle Curriculum during twice - weekly, 15 - minute classroom meetings in which students form a circle of chairs with an empty seat to symbolize that there is always room for another participant, voice or opinion.

Cooper, the staff development teacher, meets weekly with the faculty of each grade to check on student progress and share ideas.

In the late 1940s, Thomas became one of the DC - area artists and art teachers affiliated with the «Little Paris Studio,» a collective started by Lois Mailou Jones and Céline Tabary that met weekly and organized annual exhibitions.

Proactive with instructional teams and collaborate with lead teachers in weekly meetings dedicated to lesson planning and the analysis of student achievement data.

• Assistant Teacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student reTeacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student reteacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student resources

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeTeacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeteacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeteacher conferences.

I made every parent - teacher conference, and I still have a weekly «meeting» with a girlfriend for cocktails and appetizers.