Sentences with phrase «with content area teachers»

Collaborated with content area teachers and staff, and consulted with subject teachers, key staff, and parents.

Collaborated with content area teachers to ensure special education students were receiving appropriate accommodations / modifications in their regular education settings

This process can be best taught by the school library media specialist in collaboration with the content area teacher so that the inquiry skills are learned in concert with the content.

Not exact matches

States will also benefit from supporting Peer Assistance and Review models that identify teachers who are struggling, provide them with intensive, expert assistance from mentor teachers in their content areas, and make a timely judgment about continued employment that is grounded in useful evidence, intensive support, and due process.

This year we are linking up with Net Texts to publish our teacher - created digital content for each subject area.

Content: A section of a larger site owned by Prufrock Press, which sells books and other products about gifted and special - needs students, the «Teaching Gifted Children» area offers a number of articles that take teachers through every aspect of educating gifted children, beginning with how to identify them in the first place.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

The impact of learning space design was another hot topic, with collaborative learning areas, flexible spaces, international school design and technology integration all on readers» wish lists for future Teacher content.

A Digital Citizenship PBL project is an excellent opportunity to partner with the teachers of other content areas to teach and assess multiple standards.

When I did a PBL project with my science and math teacher (I was teaching English at the time), students would come to me with questions that involved content in areas beyond my expertise.

Our teachers learned that, across content areas, our students struggled with depth of knowledge.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

JE: I'm thinking to myself, what would you say to those teachers listening, primary and secondary (we've touched on primary there but also secondary) who want to engage their students in this area, who want to engage them in Engineering — that aspect of STEM that we've talked about as underrepresented — but maybe they just don't feel comfortable with the subject area and the content knowledge.

Now Tomberlin is working with teachers on several areas that could be included in the evaluation system: content pedagogy, participation in professional learning communities, student surveys, teacher work product, teacher observation, student learning objectives, and value - added measures to determine if students have achieved a year's work in their subject.

• The fundamental requirements of each teacher preparation program — admissions standards, content area course requirements, and the alignment of elementary teachers» reading and mathematics curricula with the Common Core standards;

We gather with a group of teachers from different grade levels and content areas.

In either case, teachers integrate elements of their own discipline with their co-teacher's, with their students» end products ultimately reflecting both content areas.

Challenges for ELLs in Content Area Learning Do you want to help classroom teachers in your school with their English language learners?

The other SGO the teacher set should be aligned with the content area curriculum that they are teaching.

While the Technological Pedagogical Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentContent Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentcontent areas.

There are teachers doing amazing work with GarageBand across the content areas and it's the perfect tool for incorporating media into your lesson.

Ideally English Language Arts teachers will work with other content teachers to create integrated assessments to include multiple subject areas.

The preservice teachers practiced planning and implementing lessons that incorporated iPad apps with individual or small groups of students in a variety of content areas.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

Bunn: And I think that's a struggle that a lot of teachers have, because when you go to college, you come out with the basic understanding of all concept areas, but then the older students need more specific content.

The Teacher is responsible for delivering developmentally - appropriate, challenging and engaging instruction in the content area (s) consistent with his / her certification while developing meaningful relationships with students that foster a love of learning.

In a landscape where literacy and problem - solving skills are important for every content area, teachers gain so much insight by collaborating with «un-common» partnerships.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

The STEP program is designed to provide you with the knowledge and skills you will need to become a teacher while earning a degree in your chosen content area (Biological Sciences, Physics, Chemistry, Earth Science, Math, History, Geography, English / Language Arts, Theatre and Mexican American Studies).

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-leContent Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnArea: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnarea to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

An instructional coach can be a peer who has content area expertise, a colleague with expertise in specific teaching methods or strategies, or even a principal who desires to help teachers reflect and improve.

Special Education — A special education teacher is responsible for providing the students they serve with direct instruction in the area of content with which the student has an identified learning disability.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

Ongoing content area workshops, online collaboration and communities with KIPP schools nationwide, and personalized instructional coaching are just a few examples of what we do to help our teachers succeed.

«A teacher can say, «I'm not strong with this strategy or in this content area.

Developers of programs to prepare teacher leaders should consider the apparent importance of content area expertise if teacher leaders will work directly with teachers to support the implementation of instructional materials.

This may be a challenge for some teachers, as most of us are good with assessing our content area, but not necessarily 21st century skills.

These studies found that teacher leaders tended to reproduce in their practice the model of preparation they had received: the proportion of time in the preparation programs devoted to subject area content, pedagogy and leadership corresponded with the time that teacher leaders spent in these areas in their work with teachers.

Oehrtman et al. (2009) found that teacher leaders in mathematics and science with strong content area expertise were more effective in facilitating professional development to improve teachers» understanding of pedagogy than teacher leaders without such expertise.

Like many first - year teachers, she struggled with classroom management, planning relevant and engaging instruction, and mastery of her content area.

And like most public schools in rural areas, these private schools would face significant challenges recruiting and retaining qualified teachers, providing differentiated and challenging content, providing support for students with special needs, and more.

With 28 teachers to coach in all content areas, I was spread too thin, and couldn't do everything well.

Denver Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickTeacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickteacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickteacher evaluation process; [and] Recorded online» (for more information click here).

The exemplar lessons provide teachers with the tools to model the effective use of comprehension strategies to increase understanding of content - area texts.

Of course content area mastery and a deep understanding of technology and digital information are standard components of a successful 21st century learner, as teachers we must focus on playing a role in the development of the whole child, not just the skills we can more easily measure with an assessment.

They first have teachers start with whole - group reteaching for an entire grade level or content area.

Teachers work collaboratively with coaches to further develop their expertise and design standards - driven, literacy - rich writing assignments within their existing curriculum across all content areas.

Additional content areas and the Personal / Social Development section are on page two of the Report Card along with teacher comments for each of the three marking periods.

Filled with specific examples of effective purpose statements, assignments, and tests across grade levels and content areas, The Purposeful Classroom is essential reading for all teachers who want their students to truly understand what they are learning and why.

In particular, inexperienced teachers or those teachers who are not yet comfortable with their content area may need additional support to effectively customize lessons.