Sentences with phrase «work on curriculum development»

The grant will be used to give the teachers replacement pay so they can work on curriculum development for the magnet program.

Expecting districts to do the work on curriculum development — especially in light of their struggles to handle basic tasks — was never smart.

Not exact matches

Previously, she taught as a class teacher at Green Meadow Waldorf School for five years and served there as a mentor on the Teacher Development Committee; she also worked with that school's administrator on curriculum - related projects and offered teacher support.

Following the training and curriculum development, on a daily basis the AD will work with any or all of the camp groups to facilitate and support planned activities with other camp staff.

Tia is also involved in all aspects of the sanctuary's educational programming — developing curricula and interpretive materials, developing and implementing classroom teacher professional development, working on numerous grants in communities and schools, and developing and teaching natural history and food - based programming.

Laura has a special interest in early childhood development and has worked in preschools and her own child - care business, creating hands - on, science based curriculums for toddlers, preschoolers and young 5's.

Anna taught as a class teacher at Green Meadow Waldorf School for five years and served there as a member of the Teacher Development Committee; she also worked with the Green Meadow administrator on curriculum - related projects and offered teacher support.

After that, the facility works through the Development, Dissemination, and Designation phases, accessing technical assistance from Baby - Friendly USA, Inc. and receiving feedback on submitted policies, curricula, etc..

The teacher works with a team of educators to implement a multi-sensory, hands - on / minds - on, nature - based science curriculum; incorporating emergent language and math experiences along with creative arts, music, cooking and the development of social skills.

He also lobbied on behalf of Competitive Power Ventures, which paid Percoco's wife, Lisa Toscano - Percoco, for curriculum development work.

Ana Cordova is a research assistant at AAAS Project 2061 and works on its curriculum and assessment research and development efforts.

In 2004, he signed on with KCP Technologies, the developer of The Geometer's Sketchpad, where his work involves writing grant applications and curricula, as well as «everything from doing professional development, to writing journal articles, to thinking about updates to Sketchpad, to dealing with the Board of Education in New York,» he says.

The actions we are taking include (1) the development of new sustainable chemical technologies to reduce the magnitude and the impact of society's chemical and energy activities, (2) the development of a new multidisciplinary effort, The Berkeley Center for Green Chemistry (http://bcgc.berkeley.edu/) to organize and enhance sustainability activities on our campus and to reach out nationally and internationally for coordination and best practices transfer, and (3) the reconfiguration of the delivery and content of our educational curriculum and activities at all levels to emphasize sustainable green chemical practice, concepts and awareness so that all members of our profession advance the sustainability of our society through their work and decisions.

The Washington Center for Internships and Academic Seminars (TWC), for example, provides students from around the world with hands - on work experience in the nation's capital combined with an academic curriculum, civic engagement work and leadership development.

Throughout his career he has worked extensively in higher education accreditation focusing on strategic planning, compliance, curriculum, assessment, policy development & administration.

In 2004, I became involved in a professional development with SCALE, a group of educators and curriculum designers who were working on redesigning widely used curriculum to make it more inquiry based.

We, together with the Royal Academy of Engineering coordinated the development of the new Computing curriculum on behalf of DfE, working in close collaboration with CAS.

The book represents a culminating work of the ArtsLiteracy Project, a project that develops curricula and professional development practices based on the premise that linking literacy and the arts creates powerful learning opportunities for students both in core academic subjects and in the arts.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

I was in charge of a huge curriculum - development project, and Max was working as an expert on sabbatical from the University of Chicago.

«IL's unique curriculum, with its emphasis on organizational leadership and adult development, is vital for teachers who take on these leadership roles working with and advising colleagues,» Boles says.

Hence, whether you are going into teaching, policy making, curriculum development, research and scholarship, administration, social entrepreneurship, new educational media, or some other field — I suggest that to the extent that you see yourself as committed to the «civil rights struggle of our time,» you should work to empower youth rather than solely to advocate or act on their behalves.

The linchpin of the state's work has been providing incentives for districts and schools statewide to adopt and implement a high - quality and coherent curriculum, particularly in English language arts (ELA) and mathematics, and to use that curriculum as the hook on which everything else hangs: assessment, professional development, and teacher training.

Chesterfield continued to work on more multi-age topic - related units and, following conversations with teaching staff, the leadership team requested the development of a two - year curriculum framework — an ongoing process.

Findings suggest that while almost all of the new teachers anticipate staying in education for the remainder of their working lives, many of them report that they expect to move on to education - related jobs other than classroom teaching (curriculum development, professional development, administration).

Building on earlier work done by the Academic Cabinet, a faculty committee, Lagemann made the development of a case - based core curriculum one of her first priorities as dean.

Through various projects focusing on professional development in the STEM subjects and digital skills, teachers are provided with support in delivering new elements of a future - facing curriculum, where their students will be working with new technologies and developments that were not even thought of just a decade or so ago.

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.

Other skills required for this position include curriculum and course development, the ability to work independently or on a team, and performance measuring.

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.

In all cases, the researchers worked directly with teachers and school districts in ongoing professional development activities focused on literacy curriculum and instruction as well as assessment implementation.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Before taking on this role, she worked for seven years with the talented research and development team in creating Committee for Children's social - emotional learning and anti-bullying curricula and trainings.

She has been working on a range of projects in curriculum development, teacher professional learning, and pre-service teacher education.

Avni Gupta - Kagan serves as an independent consultant, working to improve education outcomes for children in South Carolina and nationally on a range of issues including human capital management, leadership development, and K - 12 curriculum.

Suggests that early childhood development focus on play, elementary school gear the curriculum toward learning how the world works, middle schools create programs that develop the young adolescent's social, emotional, and meta - cognitive growth, and high schools emphasize preparing students to live independently in the real world.

Before returning to Detroit in 2009, she worked in curriculum development at schools on Chicago's Southside, utilizing culturally responsive pedagogical frameworks.

Goal 5 serves as the Strategic Plan's long - term vision by prioritizing resources for ongoing research and development for new, innovative assessments (e.g., applied work - setting assessments, curriculum - embedded assessments) based on its current assessment system.

We've created a turnkey STEM learning environment, called a SmartLab, where everything from the furniture and technology to curriculum, assessment and professional development work together to support hands - on, minds - on learning for all students of all abilities and interests.

We order new textbooks, address curricula, concentrate professional development efforts on ways to increase student achievement, investigate new strategies to enhance students» academic progress and improve their behavior, and meet throughout the year in our professional learning communities to discuss what is and is not working.

Provide teachers with time and resources to collaborate on curriculum development and review and grade student work;

This included responsibility for multiple education curricula (including a complete review of the early childhood curriculum), leading work around teacher supply and workforce issues, professional development for teachers, work on establishing a new assessment system with no national test -LRB-!)

Andrew Kerr is a consultant for McREL's Center for Educator Effectiveness, working with schools, districts, and state and national education agencies on curriculum and instruction, technology planning, staff development, and distance learning programs.

Part of that is scarce resources, but for the most part the infrastructure that supported schools to work on improving teaching and learning was dismantled intentionally: the old subject matter projects were dismantled and a diverse ecology of nonprofit organizations, consultants, and university - based programs were replaced by a one - size - fits - all set of training programs that were intended to align professional development with state - adopted curriculum and tests.

Reading specialists who work with students who have physical, learning, or other disabilities can expect a similar salary to special education teachers, who make an average annual salary of $ 56,800.1 Job growth for special education teachers is expected at 6 % between 2014 and 2024.1 Reading specialists with a focus on curriculum development may make a similar salary to instructional coordinators, who make an average annual salary of $ 62,270 and have job growth prospects of 7 % between 2014 and 2024.2 Reading specialists working with adult and out - of - school secondary students earn an average of $ 50,280 per year and have projected job growth between 5 % and 8 % from 2014 to 2024.3

His current work is focused on infusing 21st century skills across the curriculum, performance based assessments, and building digital content development opportunities, and engages in partnerships to advance the use of technology in support of effective teaching and learning.

Currently, she is working in curriculum development and has taken on a greater role with the University of North Georgia, where she has taught in the graduate education program for the last four years.

Additionally, Nancy has worked with the NJDOE on initiatives such as the NJCCCS in the Arts, the Arts Assessment Advisory Committee and in the development of the Curriculum Exemplar in the Visual Arts.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

His daily work involves developing partnerships with school districts across the nation focused on providing curriculum resources and facilitating professional development opportunities.