Not exact matches
In addition, it is important to confirm the actual
level at which the
Instructional Designer is
working.
The recommendation, exemplified through the
worked example of The Brookings Soft Skills Report Card, is to use measures of soft skills that are naturally occurring, easily observed,
at low
levels of abstraction, relevant to the expressed mission and
instructional goals of a teacher or school, and useful as feedback
at the classroom and parental
levels.
Suite 1 of InSight is designed for a global audience and
works for
Instructional Designers
at various skill
levels.
Finally, it is quite possible for an
instructional activity to be
at the highest
levels of SAMR technologically but still constitute low -
level thinking
work by students.
First, despite findings from existing and emerging research for educational effectiveness in terms of
instructional effectiveness and its impact on teaching and learning, there is a disturbing
level of ignorance among school leaders and teachers
at all
levels of educational provision related to what
works and why — especially as they relate to the teaching of literacy and numeracy.
In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read
at grade
level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused
work; continuous improvement and refinement in
instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adults.
Project Look Sharp is a is a media literacy initiative out of Ithaca College,
working to promote and support the integration of media literacy and critical thinking into curricula
at all grade
levels and across
instructional areas.
At the structural
level, content teachers and English language specialists should
work together in professional learning communities to better understand their English learners» strengths and needs and to select or create
instructional supports to address them.
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.
As the PLC finished looking
at work and discussed
instructional next steps for the presenting teacher, as well as teachers
at different grade
levels, the principal expressed his new insight into the importance of putting student
work on the table, and enthusiastically announced his intention to have PLCs in other content areas adopt this model.
+ 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.
CEC
works with union and district leadership, teachers, administrators, and board members to build collaborative structures and processes
at the district, school, and classroom
level to implement school transformation and drive
instructional improvement.
June Rimmer, associate director
at CEL, highlights the role of the principal in closing achievement gaps, describes the
work of an equity - centered
instructional leader in the improvement of
instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves
at high
levels.
In addition to her
work with the NYS RtI TAC, Dr. Janczak is an associate professor in the Exceptional Education Department
at the State University College
at Buffalo College where she teaches graduate
level coursework involving single subject research methodology and effective
instructional strategies for students with mild disabilities.
WETL
works to improve student outcomes
at the classroom
level by leveraging the power of technology to improve
instructional strategies.
Another 300 teachers joined the TLI in 2014.55 All participating teachers learn skills associated with three kinds of leadership:
instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy leadership, or how teacher leaders can influence policymakers
at local, state, and national
levels; and association leadership, or how teacher leaders can advance the goals of their local and national unions.56 When they return to their districts, these teacher leaders
work to address leadership challenges that they identified through their training.
She brings more than 25 years of experience as transformational educator,
working as a practitioner in the classroom, a leader
at both the school and district
levels, and as a consultant and thought partner to drive
instructional and systematic change in districts across the country.
The term «recovery» implies a clear objective: to have students develop efficient patterns of learning — patterns that enable them, by the end of their Reading Recovery lessons, to
work at average grade
levels or above and continue to progress within their school's
instructional program.
Margie has
worked in bilingual and English as a Second Language education for over 30 years as a teacher, coordinator, and
instructional coach, and has taught ESL
at every
level from Grade 1 to adult.
Mark Henderson,
instructional coordinator of mathematics, explains the impetus to shift focus from larger classroom instruction to smaller groups is the most practical way to connect with students
at all
levels, «Standing and delivering a lecture to a room full of second graders is far less impactful than
working one - on - one with kids and with small groups.»
Over five days and under the umbrella of the Family Stories, all students engaged in meaningful
work with age - appropriate literature and had opportunities to learn and practice skills with text
at their
instructional level.
Residency programs
work at both the teacher and school
levels to build
instructional leadership elements that focus on improving student achievement.
Just - in - time practice While it's important to ensure students are
working at their own
instructional level, there are also times where you need all students to focus on a particular standard or skill in alignment with your scope and sequence.
Opportunities to play, create, and
work with peers are successful
instructional strategies and motivators
at any grade
level, and they shouldn't be dismissed in secondary and higher education settings.
• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students»
work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and
instructional strategies • Expert in instructing students about
working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept
at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned
level and grades of children • Known for initiating, designing and implementing various art contests
at the school to encourage a general appreciation for art among students • Competent
at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced
level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and
instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art
work, familiar with various graphic designing and drawing enhancement software
• Hands - on experience in providing assistance with individualized instruction through well - placed
instructional strategies • Skilled in effectively applying methods for enhancing students»
working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction
at the student's
level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept
at recognizing patterns of human development and benchmarks that are typically achieved
at different ages • Demonstrated expertise in designing and using age - appropriate materials for
instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated
instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing
instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner