Sentences with phrase «what instructional practices»

Schools should begin by deciding what student learning outcomes are desired, and then consider what instructional practices will produce these outcomes, what organizational supports are needed to implement those instructional practices well, what new skills teachers will need, and only then what professional learning activities will best help teachers develop these skills.

When schools consider what instructional practices to use, the amount of prior data, as well as the specific findings, can be important.

While our first year study is suggestive of what instructional practices facilitate children's word recognition skill, we are currently following up with a larger scale longitudinal study.

Not exact matches

What is this doing on a list of literacy practices unworthy of instructional time?

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

Dec. 4, 2 p.m. ET: Common Core State Standards: Literacy and English - Language Learners As educators begin putting the common core into classroom practice, what instructional strategies will they need to bridge the gap between acquiring language and truly mastering academic content for ELLs?

Finally, a P21 Common Core Toolkit explains how the P21 framework and the Common Core State Standards support each other, and demonstrates «what it looks like» to align instructional practices with both the common core and P21 skills.

Ive been looking at instructional practices, dimensions of learning, and what works strategies.

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

What I found is that schools that exceed expectations — as well as those that are making significant improvement from a base of overall poor performance — engage in the extensive practice of six research - informed instructional strategies and develop a culture that communicates high expectations and support for all students.

«I wanted an instructional experience on family engagement so it's not just what I believe — it's what I practice,» Bentham said.

Here's what I wonder: What would happen if we taught behavior expectations with our best instructional practiwhat I wonder: What would happen if we taught behavior expectations with our best instructional practiWhat would happen if we taught behavior expectations with our best instructional practices?

Before schools can respond to external pressure for increased academic performance, they must transform themselves from atomized, incoherent organizations to ones in which faculty share an explicit set of norms and expectations about what good instructional practice looks like.

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.

They embrace the 10 % challenge put forth to them each year: «What ten - percent of your instructional practice or work with each student will you change this year?»

«I think what's happening is that the next generation of educators is embracing the notion that to do well in their careers, they need not only strong capabilities in instructional practice, but also the capacity and confidence to engage with others in productive collaborations,» Higgins says.

But first, let's define those instructional shifts — ways in which the Common Core standards expect practice to differ significantly from what's been the norm in most American classrooms:

What is truly alarming are the racially disparate impacts on instructional loss caused by discriminatory discipline policies and practices.

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

Beliefs play a key role in what teachers do in the classroom — including their instructional practices, classroom management, and support provided to students.

Low - and high - poverty schools differ along many dimensions that likely influence what constitutes effective educational practice, including curriculum choice and implementation, instructional methods, personnel policies, and all the other day - to - day decisions that combine to create the educational environment.

What familiar practices and instructional strategies do you use that incorporate critical and creative thinking?

By reviewing what is in place for PD at the district and building level, district leaders have an opportunity to make adjustments and add supports to ensure that the professional development provided to teachers results in improved instructional practices and increased student achievement.

Join facilitators Doug Lemov, Erica Woolway, Katie Yezzi, and Colleen Driggs to gain what we have learned about practice, coaching, and instructional leadership from studying some of the country's most outstanding teachers and leaders.

According to Brown, Collins and Duguid (1989), the different instructional goals of «knowing what» and «know how» result in different structures and practices of our education system.

Educational accountability systems serve many purposes, one of which is to signal to educators what is important in a way that will lead to desired changes in instructional practice.

Instead, Fordham and their friends are now judging schools on whether they are properly implementing» instructional shifts — ways in which the Common Core standards expect practice to differ significantly from what's been the norm in most American classrooms.»

You only see how they get in the way when you look hard at instructional practice and ask what needs to change in order for the practice to improve.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others.

«Show what you know» or in the language of assessment, daily small - scale assessment practice used formatively, is embedded during instructional planning.

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

In this practical reference, David F. Bateman — bestselling author of A Principal's Guide to Special Education — and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom.

What is the impact of rubric - based coaching on teacher instructional practice and student achievement outcomes?

How does an instructional leader analyze and evaluate the ELL classroom, and how does a leader know what effective instructor practices and student behaviors to look for?

What's more, the site features collaboration tools to enable teachers to discuss and share effective instructional practices.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

When teachers conduct instructional rounds, they focus on why a problem of practice persists schoolwide — and on what they can do about it.

The Screening to Intervention Report helps identify what foundational skills are missing or weak and may need to be retaught or practiced and the level of support needed, guides teachers towards the appropriate instructional strategy to address each student's unique needs, and points towards the appropriate intervention (s) that are available within the school or district.

They faced the facts of where they were with student achievement, with instructional practices, how the teachers were developing their skills collaboratively, what gains had been made in improving the overall learning culture of the school and what parent and community partnerships were developing.

What efforts might have better supported transformational utilization of more effective instructional practices?

What evidence do you have of student achievement, attendance, parental involvement, student behaviors, teacher retainment, course selections, graduation rate, instructional practices, teacher collaboration, polices and procedures that are effective, overall satisfaction with your school and other factors that can support the frame for continuous improvement?

Here, I'm talking about knowing what each student knows then adjusting instructional practices accordingly.

While we saw some good examples of districts and CMOs putting a stake in the ground over a smaller number of high - impact instructional leadership practices, we were surprised that many districts self - assessed that they were busy working to evaluate and support principals without a clear and shared vision of what they meant by instructional leadership.

In deciding what new practices to implement, we must be particularly cautious of popular instructional innovations that are actually more opinion - based than research - based.

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

I — the truth of the matter is, one of the things that's very different about the Common Core that I spoke about, is unlike the old Massachusetts standards, the standards in New York — which really just identify what kids should know at grade levels — the Common Core standards create — or contain what's called instructional shifts in practice.

In what ways might you help your instructional staff improve their feedback practices?

One unfortunate consequence is that ELD instructional decisions may amount to who should be teaching what and when, rather than the consistency and integrity of the instructional practices used to advance language proficiency and learning throughout the school day.