Click image to open larger image The above Training Media Selection Flowchart is a tool to aid you in selecting the best medium for a training program. Rock and colleagues, who have worked as virtual coaches to dozens of teachers, describe how such a set-up can help struggling novices break through to solid teaching skills.
They will also be able to use and evaluate assessment options available to them, considering among other things, the cultural, social, economic, and language backgrounds of students. Mastery of the Subject Matter. Note that the evaluation may be complex or as simple as checking with a few managers and employees to ensure it is doing what it is supposed to do.
Each standard that follows is an expectation for assessment knowledge or skill that a teacher should possess in order to perform well in the five areas just described. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. Since most teachers do not have access to assessment specialists, they must be prepared to do these analyses themselves.
They also incorporate technology, portfolios and other creative methods to assess students. Grading is defined as indicating both a student's level of performance and a teacher's valuing of that performance.
Student achievement data show above-average improvement in schools in which transformational leadership coaches have worked.
They will be able to use accumulated assessment information to organize a sound instructional plan for facilitating students' educational development. Paul DeGarmo, J T. They will be informed about the results of local, regional, state, and national assessments and about their appropriate use for pupil, classroom, school, district, state, and national educational improvement.
A standard is defined here as a principle generally accepted by the professional associations responsible for this document.
Assessment is defined as the process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy.
Teachers need to be well-acquainted with the kinds of information provided by a broad range of assessment alternatives and their strengths and weaknesses.
Beyond Coaching Catherine Lewis, Rebecca Perry, David Foster, Jacqueline Hurd and Linda Fisher The authors assert that lesson study—a collaborative, teacher-led approach to learning from practice—offers a deeper, broader, more sustainable method of improving teacher practice than one-on-one coaching does.
Because of teachers' growing roles in education and policy decisions beyond the classroom, other standards address assessment competencies underlying teacher participation in decisions related to assessment at the school, district, state, and national levels.
This is done by partly using formal and informal assessments to help guide instruction. Assessment results are used to make educational decisions at several levels: Preservation of knowledge function. Further, such assessment training should be widely available to practicing teachers through staff development programs at the district and building levels.
Interacting Well with Students Educators must be able to positively interact with all students. They can also collaborate to make the school a safe, effective learning environment for all students and to improve the overall image of the school and the instruction that takes place there.
Such techniques may include several of the options listed at the end of the first standard. Able to Identify Student Needs Being able to identify and address student needs is a crucial component of an educator's job. To help with the major media selection process, it often helps to run it through a flowchart: Each elementary and K-8 school has its own coach, while Boones Creek elementary and middle school share a coach.
Walk-throughs, literacy team meetings, formal coaching, professional learning communities, and regular meetings with the principal enable her to understand what teachers need and then assist teachers in implementing strategies right away.
The Life of a Literacy Coach Liz Hanson A literacy coach describes the various components of her work and how they combine to help teachers provide more effective literacy instruction.
Instructional Leadership Competencies Instructional leadership means helping others improve student learning and professional practice. Below are the skills that teacher leaders will hone in. What Good Coaches Do Jim Knight. Instructional coaching guru Jim Knight suggests that how we think about coaching can enhance or interfere with our success as a coach.
He suggests that coaches take a partnership approach to collaboration and adopt seven principles that define how coaches interact with collaborating teachers: equality, choice. Slide 2: 1. Mastery of the Subject Matter. - Naturally, the teacher should teach the subject he knows well.
2. Mastery of the methods, strategies, approaches, techniques, and tools of teaching. The National Resource Center for Materials Technology Education (MatEdU) is an NSF funded resource center focused on education and materials science.
Housed at Edmonds Community College, MatEdU’s Mission is to advance materials technology education nationally by to identifying and validating core competencies needed by materials and general technicians.
THE COMPETENCIES OF THE MODERN TEACHER Abstract To understand 21 st-century instructional skills, we researched the following issues: students’ skills; levels of teachers’ professional growth; teachers’ good communicative and observational skills, tact, a vivid imagination, and leadership (Shmelev, ).
Developing Instructional Competencies CHAPTERSix OBJECTIVES After reading this chapter, the reader will be able to: beginning teacher, you should try to maximize transition efficiency by setting ing a warm-up academic activity is a good way to get your students actively engaged prior to the beginning of class.
When all the students.Instructional competencies of a good teacher