Sentences with phrase «with teachers across grades»

Jessica Tamerlani, Math Coach (2017 - 2018 participant) «Working with teachers across grades also allowed me to see how mathematical concepts should be built throughout the years.

Work with teachers across grades to establish a summer reading list for the entire school.

Not exact matches

Board Members also heard updates on several major CCSD projects: the proposed adoption of new instructional materials for math classes across Grades K - 12, which will provide teachers with a system of integrated text and online resources that eliminates the need to seek out additional resources in order to cover all standards and individualize instruction; and the implementation now underway of a new business management system that increases the efficiency of timekeeping, payroll and personnel operations, which will save CCSD time and money.

At Charles R. Drew, grade - level elementary teachers collaborate in planning each PBL unit to come up with one driving question across the grade level.

To help teachers integrate media analysis across the curriculum and across grade levels, Project Look Sharp has curated hundreds of resources for decoding, along with protocols and other tools to support teachers» confidence for teaching this way.

In their article, «The Relative Equitability of High - Stakes Testing versus Teacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and sTeacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and scGrades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and steacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and scgrades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and science.

Teachers can observe how students choose to use their learning time, manage their workloads, and work independently, with teacher support, or across grade levels.

Sharing resources across grade levels, hallways or an entire school can be a frustrating hassle, but with the right planning and preparation, teachers can still maximize these resources to give students access to digital tools for learning.

In addition to modeling lessons for teachers and working with small groups of students, the skills specialists also regularly analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.

With recent figures from The Prince's Trust showing that 31 % of teachers consider the development of soft skills more important than achieving good grades, teaching specialists TeachingAbroadDirect.co.uk analysed findings from global education technology company Promethean World, who surveyed over 1,600 educators from across the UK to see if teachers believe technology has hindered the ability for students to learn and acquire soft skills.

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.

• teachers know how their students compare with others across the state, and help the next grade's teachers know what kind of support incoming students need;

Renaissance uses a «looping» model, in which most teachers remain with students for two years across all grades, including high school, so pre-K teachers generally follow their students into kindergarten.

With teachers who release their passion for learning, students across all grades are free to learn new ways of learning with motivation and With teachers who release their passion for learning, students across all grades are free to learn new ways of learning with motivation and with motivation and joy.

Sometimes this is done across the grade level, so that the 11th grade math teacher is working with the 11th grade dance teacher.

Specifically, by comparing student results on the Massachusetts Comprehen - sive Assessment System (MCAS) with teacher - assigned grades, the authors analyze the relative equitability of the two measures across three subject areas — math, Eng - lish, and science.

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

While not universal across all teachers, there is a definite trend, in the most effective schools, for grade 1 and 2 teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words when they encounter them in everyday reading.

Teacher leaders with deep content knowledge are able to speak confidently and articulately to content - related issues such as how concepts are developed across grade levels and how students learn the content.

We also found that across grade levels once a teacher has served in one school for 12 years or more, they are much more likely to remain, compared with peers with less tenure at their present schools.

A majority of grade 1 and 2 teachers across levels of school effectiveness were frequently observed teaching phonics in isolation, including working with words on a whiteboard, chart, or worksheet; working with word cards dealing with word study or word families; making words; writing words; and reading words with a particular phonic element.

This study (the first with the 2011 edition of the Second Step program) conducted a randomized controlled trial over a 1 - year period with 7300 students and 321 teachers in 61 schools across six school districts, from kindergarten to second grade.

However, if the validity and reliability vary, not to mention the ways in which test scores align with the desired goals, then treating teachers equitably may require using value - added unequally across grades.

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 the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Having the necessary stakeholders, or stakeholder representatives, at the table [for a given purpose] is important, and is more important than identifying a specific number of PLC participants that is most effective; e.g., aligning curriculum across an elementary school with a teacher representative for each grade participating in the PLC and then receiving / sharing information back to grade level teachers at their grade team meetings.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

They also appreciated the opportunity to learn alongside teachers from other elementary grades and to make connections with high school teachers that could lead to collaboration across levels in the future.

Today, with a budget approved that includes at least a temporary respite on the harshestimpacts of the state's class size controversy, school districts across the state may still face packed classes in grades 4 - 12, the loss of planning periods for teachers or major job losses next year when more stringent class - size regulations are scheduled to take effect.

In addition, teachers wanted more time to collaborate with each other, especially if they were teaching interdisciplinary lessons across grade levels.

The unlikely answer is that, on average, 4th and 8th grade ELA teachers across the state are more effective than the 6th and 7th grade ELA teachers and thus have earned higher value - added scores and the glory that comes with that.

School - based teams may consist of teachers with students in the same grade - level across content areas, teachers with students in different grades but in the same content area, or teachers with principals and district administrators supporting them around a specific focus area.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

Hopping into the Hundreds Chart — February 23 Familiarize teachers with the numerous skills that can be taught across grade levels with this universal manipulative.

T3 Teacher Leaders work with teams of peers to advance the goals and priorities of their school, and student academic outcomes across grade levels.

The story of the book Interactive Writing Across the Grades: A Small Practice with Big Results, PreK - 5 begins over twenty years ago when Kate was a new teacher.

With school just beginning, parents across the country are particularly attuned to whether their child got into the classroom of the best teacher for the grade level.

This collaboration and spirit permeates our grade - level teams and content departments as teachers across grade levels and subjects actively share with their peers and instructional coaches to maximize student and professional growth.

Yet, what's not getting as much ink is that detractors are far from satisfied with the postponement, citing continued privacy concerns regarding the sharing of student records with inBloom — an Atlanta, Georgia - based technology nonprofit which stores and consolidates students» information from school districts across the country — and a continuation of standardized testing tied to teacher evaluations for third grade and up.

Background Thirty - seven Reading Recovery teachers from different schools in 14 states submitted the names of two at - risk first - grade students to a Web - based program for random assignment to first - or second - round Reading Recovery service, and submitted data on those students across the school year that allowed comparison of at - risk students with and without intervention services.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

A coherent instructional guidance system, in which curriculum and assessment were coordinated within and across grades with meaningful teacher involvement.

Even though the vast majority of teachers at all schools in the project voted to engage in schoolwide reading reform, the schools clearly have a long way to go to raise their reading scores to «breaking the mold» levels, with current mean standardized reading comprehension scores across schools, for example, standing at 40 in grades 2 and 3, and at 37 in grades 4 and 5.

Oakland Technical High «s 9th - grade team is in their second year of partnership with Mills Teacher Scholars, using teacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within deparTeacher Scholars, using teacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within departeacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within departments.

Effective PreK - 3rd provides: High - quality and unified learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong principal leadership that includes supporting professional development time for teachers to plan for effective coordination across and between grades; and includes families and communities that share accountability with PreK - 3rd schools for children's educational success.

Oakland Technical High School's 9th - grade team is in its second year of partnership with Mills Teacher Scholars, using teacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within deparTeacher Scholars, using teacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within departeacher - led collaborative inquiry in a cross-disciplinary group to promote learning across and within departments.

«[T] his planning process has enabled teachers to dissect how they will scaffold and teach the skills students need to complete the writing assignment and to be more intentional with their assignments across classrooms in the grade level.»