Sentences with phrase «with implementation in your classroom»

I've restated the observations below with resources to assist with implementation in your classroom.

Not exact matches

With the generous support of the Walmart Foundation, the newest phase of Partners for Breakfast in the Classroom shifts our focus from direct implementation in individual schools to a state - level expansion; this expansion will allow us to work in partnership with local organizations to provide district - and school - level technical assistance and support for start - up breakfast - in - the - classroom progrWith the generous support of the Walmart Foundation, the newest phase of Partners for Breakfast in the Classroom shifts our focus from direct implementation in individual schools to a state - level expansion; this expansion will allow us to work in partnership with local organizations to provide district - and school - level technical assistance and support for start - up breakfast - in - the - classroom progrwith local organizations to provide district - and school - level technical assistance and support for start - up breakfast - in - the - classroom programs.

If your Texas school or district was affected by Harvey, and you're interested in implementing breakfast - in - the - classroom in SY 2017 - 18, the Partners for BIC can help; if you qualify, our grant can help cover upfront costs associated with breakfast - in - the - classroom startup and implementation costs such as equipment, outreach, promotion, and other related expenses.

Schools and districts in Idaho, Louisiana, Mississippi, Missouri, North Carolina, Nebraska, Ohio, Oklahoma, Texas, and Utah can apply NOW for breakfast - in - the - classroom grant money to cover the upfront costs often associated with the startup and implementation of breakfast in the classroom and «grab n» go» programs, such as purchasing equipment, outreach efforts to parents, program promotion, and other related expenses.

The Partners for Breakfast in the Classroom know that once you've seen breakfast - in - the - classroom in one school, you've seen it in one school Every school requires a customized design and implementation plan — one created with input fry7tom all stakeholders.

Kevin Huffman's can - do attitude helped make the implementation of his school's breakfast cart program a reality and ensured up to 100 more students are ready for the classroom every day, with a 30 percent increase in school breakfast participation.

Although school was out for students and teachers, we continued to work with school nutrition directors, managers, and their staffs across the country, preparing for the implementation of breakfast - in - the - classroom in Pennsylvania, Georgia, Virginia, and beyond.

We also had the opportunity to visit with Erie Public Schools and celebrate the implementation of breakfast - in - the - classroom in thirteen district schools.

In this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala CitIn this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala City.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

I have attached my personal email to the end of the PowerPoint to give you my full support with the implementation of this lesson in your classroom.

On the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her own.

My hope is that the implementation of CCSS will pair with empowering the most influential person in the classroom: the teacher.

Susan, what's new since we last chatted - where does implementation of technology among teachers in the classroom and with student learning stand?

Acer realise the importance of connecting technology and activities in the classroom to the Australian Curriculum and have therefore partnered with Harvey Norman Business & Education to utilise their education team (that consists of qualified and experienced classroom teachers) to help with implementation of CloudProfessor in schools.

What we do know is that pre-K teachers» training in child development, experience in working with young children, and support systems focused on their instructional behaviors and classroom management do matter — for the quality of both of teachers» social interactions with children and their implementation of curricula.

«Best practices» became the norm in every classroom with five improvement strategies to strengthen fidelity of implementation.

Raver's tasks and activities over the course of the study will include collaborating with Jones In the design, sampling and measurement components of the study.This Includes recommendations, review, and rationale for site selection and completion of measurement protocols, review of the design and Implementation of classroom curricular components, instructional strategies, teacher training / workforce development, and the approach to be used for monitoring of Intervention fidelity of Implementation.

Narrator: The information gathered through the LoU - focused interview can be used to monitor the progress of an implementation as well as to identify and address problems teachers might have in connecting a specific innovation or standards - based reform with their classroom practices.

We've watched Google Apps introduce and improve the digital skills that today's learners need for successful, sustainable careers in our digitized world — with one significant caveat: As with any technology used in the classroom, its power to transform is only as good as its strategic implementation.

Second, because we were able to combine both school - level and classroom - level analyses of programs and practices, we learned more about how these two levels of analysis and implementation support or interfere with one another than has been possible in studies that focus on one or the other.

In grades 3 — 5, classrooms with 100 percent curriculum implementation showed significantly more student gains than those with only 80 percent implementation.

As we move toward Common Core implementation and proficiency in working with Design Question 4 (Helping Students Generate and Test Hypotheses) in the Marzano Teacher Evaluation Model, it's important to remember that the main reason we work toward creating a DQ 4 classroom is the benefit for students.

The implementation of LDC in Louisiana classrooms started with an Integration Grant in 2011 from the Bill and Melinda Gates Foundation to provide teachers and leaders with professional development and resources to assist them in the implementation of the Common Core State Standards in four Louisiana school districts.

Manno and Firestone (2006) found that teacher leaders who were able to work directly in classrooms, such as conducting classroom observations and regular meetings with teachers, had a greater influence on teachers» implementation of curricula than teacher leaders who had limited or sporadic access to teachers.

Districts and Schools — Implement Dr. Marzano's research - based common language / model of instruction with aligned walkthroughs, observations, induction program, professional development and a district / school data hubs to monitor and support the implementation and gather data on teacher effectiveness in every school and classroom.

Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader practices in support of instructional materials implementation, in which teacher leaders worked directly with teachers in their classrooms, such as by co-teaching, conducting demonstration lessons, and observing teachers» instructional practice and providing feedback.

In traditional «top - down» models of teacher professional development, educators are given ideas to try out in their own classrooms, but are not always successful with the implementatioIn traditional «top - down» models of teacher professional development, educators are given ideas to try out in their own classrooms, but are not always successful with the implementatioin their own classrooms, but are not always successful with the implementation.

For example, each school team, consisting of a principal, instructional coach, k - 1 classroom teachers and intervention specialists, has the opportunity to engage in professional learning experiences with an external literacy consultant for the first two years of implementation.

In this study, the implementation of 63 mathematical tasks was documented in three secondary and one middle school mathematics classroom, and the Mathematical Tasks Framework (Stein & Smith, 1998) was used to correlate the cognitive demand of mathematical tasks with the use of technology as an amplifier or reorganizer of students» mental activity (Pea, 1985, 1987In this study, the implementation of 63 mathematical tasks was documented in three secondary and one middle school mathematics classroom, and the Mathematical Tasks Framework (Stein & Smith, 1998) was used to correlate the cognitive demand of mathematical tasks with the use of technology as an amplifier or reorganizer of students» mental activity (Pea, 1985, 1987in three secondary and one middle school mathematics classroom, and the Mathematical Tasks Framework (Stein & Smith, 1998) was used to correlate the cognitive demand of mathematical tasks with the use of technology as an amplifier or reorganizer of students» mental activity (Pea, 1985, 1987).

They assert first that «In mathematics, [they] identified three markers of successful implementation: more professional development days, more classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluationIn mathematics, [they] identified three markers of successful implementation: more professional development days, more classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluationin teacher evaluations.

«ASCD is dedicated to not only presenting educators with the most innovative teaching models, but also ensuring that they know how to take them from theory to implementation in any classroom.»

Joyce and Showers (2002) report that only 5 % of traditional professional development programs (workshops with a lecture format, classes, conferences, reading books and journal articles) ever results in classroom implementation.

She has consulted with many districts in the implementation of screening and progress monitoring systems, and she enjoys working with teachers and administrators to build their skills in using data to inform classroom instruction and monitor the effectiveness of instructional programs at the school and district level.

Unfortunately, numerous significant barriers to the appropriate selection, adoption, implementation, and assessment of assistive technology exist for students with disabilities who receive the majority of their academic instruction in inclusive classrooms.

The emergent salient categories were previous experiences with technology; beliefs about teaching, learning, and technology; the use of technology in classroom instruction; and the implementation of inquiry - based teaching.

The Mathematics Instructional Coach is focused on ensuring implementation of the TD math program, and assisting all staff members with math issues in the classroom.

Recent surveys reveal that educators want to implement SEL approaches in their classrooms, but many don't have a specific evidence - based model with programs and strategies for implementation.

They develop proposals to fund various activities, supplies, and experts to assist with implementation of integrated content, and project learning in their classrooms.

During implementation, Dr. Beam's team did classroom observations and tallied what visible learning they were seeing in addition to increased rigor with DOK.

He publishes in the areas of behavioral assessment, teacher - student interactions in classrooms for students with EBD, implementation of academic - focused interventions for difficult - to - teach students.

This role requires you to work with school district leaders across the country to plan effective implementations and transform instructional practice in every classroom.

With that in mind, here are 10 highly engaging uses of technology in the classroom, along with dozens of tools and resources for implementatWith that in mind, here are 10 highly engaging uses of technology in the classroom, along with dozens of tools and resources for implementatwith dozens of tools and resources for implementation.

These classrooms showcase the implementation of co-teaching by promoting a collaborative model — general and special education teachers share responsibility for the achievement of all students in the general education classroom through active co-planning, co-teaching, co-assessing with inclusive and research - based practices.

The activity focused student attention on the overview of the lesson provided by the teacher, the classroom video segments dealing with the lesson implementation, and the teacher's reflection regarding the effectiveness of the particular teaching strategy exemplified in the video case (particularly, his discussion of how he used technology within the lesson).

Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for teacher leaders, leadership seminars, and individual coaching with school and district administrators.

Mathematical modeling, engaging with practitioner - focused journals and websites, developer - constructed materials, classroom implementation, and reflection and discussion provided participants with the opportunities for professional development resulting in increased MKT.

PCSD was named an Apple Distinguished Program for 2014 - 16 for implementation of its «one - to - one» initiative that supplies students (grades 2 - 12) with laptops to use in the classroom and to take home.

With the implementation of new standards for all students, called Common Core State Standards, learning in the classroom will look different for your child.

David Low, Teacher, Sound School A classroom teacher with 20 years» experience, Mr. Low has played an integral role in New Haven's extensive School Reform initiative since its inception, negotiating the landmark teachers» contract, coordinating the creation and implementation of the new teacher evaluation process, sitting on the City - Wide Reform Committee, and serving as Chair of the Teachers» Working Group on School Reform.