Sentences with phrase «with equitable learning»

To provide the best instructional practices for ELLs, a teacher must be willing to accommodate their learning needs and provide them with equitable learning opportunities.

Not exact matches

Elections can be made more equitable by providing voters with more opportunities to learn about candidates, Mo said.

With respect to education, the proposed Sustainable Development Goal 4 aims to Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all:

«One of my hopes for Reach Every Reader is that we not only contribute to joyful, equitable, and rich learning environments that support thriving readers, but also that we have a greater understanding of personalized interventions, and of how to leverage children's talents and strengths and merge that with what they need to succeed.

Culturally Responsive Classroom Management (CRCM) seeks to provide «all students with equitable opportunities for learning» by minimizing discriminatory school discipline practices that occur when the behaviors of nondominant populations are misinterpreted.

We will be sponsoring field work with cities and states that agree to implement aspects of our three central design principles: personalization, integrated health and human services, and equitable access to «out of school» learning.

In May 2015, Chiefs of State and Ministries of Education of the UN countries, as well representatives of global civil society organizations, universities, entrepreneurs and media will meet in the city of Incheon, South Korea, to discuss and firm a commitment with the realization of the 4th Sustainable Development Goal of the post 2015 Agenda: Ensure inclusive and equitable quality education and promote life - long learning opportunities for all.

In school education, an «equitable» system could be defined as one in which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and support.

It proposes a vision called Radical Ecological Democracy, with elements of direct political and economic democracy, localization embedded within ecoregional linkages and planning, sustainable and equitable provisioning of basic needs (water, food, shelter, energy, sanitation, learning and health), and other elements towards a sustainable and equitable future.

«Equipped with the insights of both HGSE staff and colleagues from throughout the nation and across the globe, we are implementing reforms which are closing achievement gaps, prompting greater diversity in advanced course enrollment, engaging students at higher levels, and are thus becoming more equitable institutions of learning.»

With the rise of options for anywhere, anytime digital learning, statewide schools play an important role in providing equitable access to a variety of quality learning pathways.

The theme for this year's Prize recognizes the urgent need to respond to major obstacles that lie in the path of the most vulnerable populations with regard to equitable and inclusive access to quality education and lifelong learning.

Working in collaboration with a diverse group of educators, advocacy groups, community organizations, and policymakers, the project ultimately aims to grow the number of quality schools where all children can have equitable learning outcomes, feel like their culture is valued, learn to live together with appreciation of differences, and be engaged in understanding how to dismantle racism and systemic oppression.

This collection, which will be periodically updated, is part of our larger effort to provide policymakers, practitioners, and stakeholders with useful information as they seek to advance equitable and empowering learning for all students.

How do we make equity more systemic, providing all students with access to equitable learning environments and systems of support?

With the risk of another generation of high school dropouts being relegated to a permanent economic underclass, the call to provide equitable, high - quality learning for all students is greater than ever.

I built on her conception of Equity Literacy to include the skills and consciousness with which teachers ought to be equipped in order to create equitable learning environments for students and families in poverty.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Community Engagement - Fosters engagement and collaboration with all stakeholders to ensure high and equitable student learning.

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

Rating: 3 - Support programs and services provide adult learners with equitable, relevant, and targeted learning experiences.

Teachers must work vigilantly to provide all students with fair and equitable access to resources and learning opportunities.

Rating: 3 - Curriculum and learning experiences in each course / class throughout the agency provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills.

It re-envisions the roles of students in equitable partnerships with adults throughout the learning environment.

Both Kline and the committee's ranking Democrat George Miller (CA) highlighted the pressing need to rewrite the Elementary and Secondary Education Act and expressed their displeasure with the Obama administration's No Child Left Behind (NCLB) waiver process; Kline described it as «executive fiat» and Miller lamented what he views as a weakened state focus on providing equitable learning opportunities to all students.

Engage in conversations with representatives from each school about what it takes to design equitable learning experiences and engage the whole child in deeper learning.

Engage with Network 2.0 Design Leaders on questions of network principles for equitable learning, innovation, and the conditions of «healthy» networks

«All students, including those with disabilities, should have the supports and equitable educational opportunities they need to be successful in school,» said U.S. Secretary of Education John B. King Jr. «It's our duty as parents and educators to ensure that children who show up at school to learn get the maximum out of their educational experience.

KnowledgeWorks staff works collaboratively to create policy briefs, engage with legislators and help decision makers develop policy solutions that are more equitable and flexible, paving the way for personalized learning in the classroom.

He then examines how the California CORE Districts — a cross-district partnership that formed to explore strategies to advance student achievement — designed an accountability system with this guiding principle and the goal of providing equitable learning opportunities for all students.

In the 2012 PISA results, there were education systems in Asia, Europe, and North America with high and equitable learning outcomes.

CORE District leaders have created an accountability system that aligns with a broader set of improvement efforts.Going forward, the CORE Districts will continue to grapple with how best to drive school - level implementation of social emotional learning practices and the respective continuous improvement structures that promote equitable access to deeper learning.

In other matters, the board adopted a strategic initiative plan for this school year, with the aim of providing «equitable access to learning opportunities for all students.»

First and foremost, system leaders must come up with clear and coherent guidelines about who gets to make which decisions about local school improvement, how those decisions are to be made, what kinds of learning opportunities can be pursued, and how the district will ensure equitable access to and participation in the process.

Together, we have called for practical, actionable support to improve educational practice and help with day - to - day efforts to make effective decisions that eliminate institutional racism, promote positive and inclusive learning, and sustain equitable practice.

California California's approach combines a more equitable system of funding with locally designed accountability plans that hold all schools and systems responsible for improving the learning opportunities and outcomes of all students.

He has presented nationally and internationally over the past decade, with the primary focus on the creation of equitable learning experiences for all children in mathematics.

Maryland: Dr. S. Dallas Dance, Superintendent, Baltimore County Public Schools, MD Dr. Dallas Dance has made meaningful use of technology a priority in his 110,000 district by engaging the community in the creation of a five - year, Blueprint 2.0 strategic plan; leading the Students and Teachers Accessing Tomorrow (S.T.A.T.) initiative to ensure every school has an equitable, effective digital learning environment; and being an avid personal user of social media to connect with the public.

Additionally, we continue through partnership with experienced, diverse educators to adapt our programming to ensure that our work results in students learning in safe, equitable schools alongside teachers who acknowledge and control for their biases.

Going to scale to provide equitable access to quality arts learning is a challenge even under ideal circumstances, but when faced with incomplete data about local access to arts learning, organizations can not make informed strategic decisions to address equity.

A community school strategy makes explicit that in order to significantly improve the academic and developmental outcomes of children, schools must work with partners — e.g. families, community organizations, institutes of higher learning, public agencies — to ensure that all students have equitable opportunity to succeed in school.

We sat down with Dr. Noguera, author of Taking Deeper Learning to Scale, to discuss the role of deeper learning in providing all students with an equitable and empowering education and what it will take to «scale up» deeper learning prLearning to Scale, to discuss the role of deeper learning in providing all students with an equitable and empowering education and what it will take to «scale up» deeper learning prlearning in providing all students with an equitable and empowering education and what it will take to «scale up» deeper learning prlearning practices.

Fostered through a demonstration project funded by The James Irvine Foundation, Linked Learning is part of a vanguard of programs designed to attain these dual goals by integrating rigorous, college - preparatory academics with career - technical education and exposure to work - based learning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all sLearning is part of a vanguard of programs designed to attain these dual goals by integrating rigorous, college - preparatory academics with career - technical education and exposure to work - based learning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all slearning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all students.

The authors argue that examining these artifacts can help schools gain a fresh perspective on their policies, practices, and culture; better align human resources with student outcome goals; identify conditions that support or constrain teaching quality; and generally foster more equitable infrastructures for teaching and learning.

And states should be held accountable for providing every child with an equal opportunity to learn; perhaps through requiring they meet federal opportunity to learn indexes or through tying federal funding to equitable funding in the states.

Participants will learn how to set goals and monitor progress; use data to make decisions about students, schools and leaders; understand the needs in the district to ensure equitable program offerings; develop relationships with superintendents, teachers and building leaders to maintain a commitment to student success.

Learn more about our business by liking us on Facebook: https://www.facebook.com/HaysUK Hays will pursue the promotion of Equal Opportunities through the application of employment policies that value diversity and ensure that its employees, potential employees, candidates and clients receive treatment that is fair, equitable and consistent with their skills and abilities.

Learn more about our business by liking us on Facebook, following us on Twitter and Instagram Hays will pursue the promotion of Equal Opportunities through the application of employment policies that value diversity and ensure that its employees, potential employees, candidates and clients receive treatment that is fair, equitable and consistent with their skills and abilities.

To help address the needs of some students in the state, Voices for Vermont's Children works with Parents for Change to support families and youth from historically marginalized backgrounds to help shape equitable learning reforms in Burlington and Winooski.

Treat each individual with dignity and respect; honor and embrace unique backgrounds, talents and perspectives; foster an inclusive culture reflective of our commitment to diversity among our staff and learning community; provide equitable education and participation; work toward eliminating discrimination.