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| professional development for kindergarten teachers: Tools of the Mind Elena Bodrova, Deborah Leong, 2024 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children's learning and development, this book is essential reading for students of early childhood theory and development-- |
| professional development for kindergarten teachers: Teaching Kindergarten Julie Diamond, Betsy Grob, Fretta Reitzes, 2015-09-30 Todays kindergarten teachers face enormous challenges to reach district-mandated academic standards. This book presents a model for 21st-century kindergartens that is rooted in child-centered learning and also shaped by the needs and goals of the present day. Classroom teachers working with diverse populations of students and focusing on issues of social justice provide vivid descriptions of classroom life across urban and rural communities. Teacher reflections and commentary from the editors link teacher decisions to principles of good practice. Teaching Kindergarten illustrates how a progressive, learning-centered approach can not only meet the equity and accountability goals of the Common Core State Standards but go well beyond that to educate the whole child. |
| professional development for kindergarten teachers: The Morning Meeting Book Roxann Kriete, 1999 Morning Meeting is a powerful teaching tool for building community, increasing student investment, and improving academic and social skills. This comprehensive guidebook has helped thousands of teachers across the country use Morning Meeting to launch their school days. |
| professional development for kindergarten teachers: The Literate Kindergarten Susan L. Kempton, 2007 This very important book reaffirms the beauty and uniqueness of children's developing minds and the power that is unleashed when their imaginations are nurtured. -Susan Zimmermann Kindergarten has changed, and not necessarily for the better. Once a joyful time when children grow into school gradually, today it often resembles a watered-down first grade, where academic pressures squelch creativity and play. The Literate Kindergarten shows how carefully balancing academics with song, movement, talk, and play creates an environment where every child can grow and learn. Sue Kempton is a master teacher, and in The Literate Kindergarten, she shares the thinking, the structures, even the precise language she uses to help young children become motivated, engaged, and joyful learners. Kempton guides you through the three domains of learning on which she bases her lessons and actions: the cognitive, creative, and emotional. With this framework in mind, Kempton offers clues to interpreting children's talk and body language so that you know which domain they are engaged in, as well as specific questions and phrases that draw out their thinking and make learning visible. From there, The Literate Kindergarten offers effective suggestions for: establishing routines and creating cooperation developing oral language modeling the language of thinking teaching across content areas supporting students as they become socialized to school recognizing the vital importance of integrating music, movement, and play familiarizing children with concepts of print, comprehension strategies, and other important literacy habits. Discover thoughtful ways to create a safe, nurturing, predictable learning space for children, where their thoughts and feelings are encouraged. Read The Literate Kindergarten and discover a comprehensive resource that can bring joy and serious learning to your classroom. |
| professional development for kindergarten teachers: Models of Professional Development Bruce Joyce, Emily Calhoun, 2010 This comprehensive resource examines five major models of professional development and how they can be implemented and tailored to meet the multifaceted needs of any school or district. |
| professional development for kindergarten teachers: Basics of Developmentally Appropriate Practice Eva C. Phillips, Amy Scrinzi, 2013 Outlines the core ideas of DAP as practiced in kindergarten so teachers can deepen their everyday practice. |
| professional development for kindergarten teachers: Secret Stories Katherine Garner, 2016-07-01 An educational toolkit for teaching phonics, consisting of a book, posters and musical CD, all of which provides for multiple options and inputs for learning, including: visual-icons, auditory and kinesthetic motor skill manipulations, as well as a variety of dramatic and emotive cuing-systems designed to target the affective learning domain. This backdoor-approach to phonemic skill acquisition is based on current neural research on Learning & the Brain--specifically how our brains actually learn best!The Secret Stories® primary purpose is to equip beginning (or struggling, upper grade) readers and writers, as well as their instructors, with the tools necessary to easily and effectively crack the secret reading and writing codes that lie beyond the alphabet, and effectively out of reach for so many learners! It is not a phonics program! Rather, it simply provides the missing pieces learners need to solve the complex reading puzzle--one that some might never solve otherwise! The Secrets(tm) are sure to become one of the most valuable, well-used, and constantly relied-upon teaching tools in your instructional repertoire! |
| professional development for kindergarten teachers: Learning Along the Way Diane Sweeney, 2003 You will see concrete examples of how your school can move away from a one-size-fits-all professional development model to create an authentic learning environment that meets the needs of individual teachers. The book features chapters focusing on: implementing an instructional coaching model -- establishing study groups among teachers -- using observation as a means to model effective instruction -- going deeper with discussion through the use of Critical Friends protocols -- examining various ways adults process new information -- encouraging teachers to take leadership roles -- focusing the principal's leadership around the professional development model. |
| professional development for kindergarten teachers: Professional Capital Andy Hargreaves, Michael Fullan, 2012-03-09 In this latest and most important collaboration, renowned educators, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore. |
| professional development for kindergarten teachers: The Book Whisperer Donalyn Miller, 2009-03-16 Turn any student into a bookworm with a few easy and practical strategies Donalyn Miller says she has yet to meet a child she can't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. In the book, you'll find: Hands-on strategies for managing and improving your own school library Tactics for helping students walk on their own two feet and continue the reading habit after they've finished with your class Data from student surveys and end-of-year feedback that proves how well the Miller Method works The Book Whisperer includes a dynamite list of recommended kid lit that helps parents and teachers find the books that students really like to read. |
| professional development for kindergarten teachers: Welcome to Kindergarten Bonnie Brown Walmsley, Debra Redlo Wing, 2004 This comprehensive resource will give kindergarten teachers new insights. |
| professional development for kindergarten teachers: LETRS Louisa Moats, 2004-01-01 Teaches the meaning of scientific findings about learning to read and reading instruction. The modules address each component of reading instruction and the foundational concepts that link these components. |
| professional development for kindergarten teachers: Reading for Understanding Ruth Schoenbach, Cynthia Greenleaf, Lynn Murphy, 2012-06-15 As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous gold standard research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement. |
| professional development for kindergarten teachers: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| professional development for kindergarten teachers: Real Boys' Voices William S. Pollack, Todd Shuster, 2000 Pollack follows up on his popular Real Boys (1998) by letting the subjects of that book speak for themselves about the pressures and problems of modern male adolescence.--Booklist. |
| professional development for kindergarten teachers: 17,000 Classroom Visits Can't Be Wrong John V. Antonetti, James R. Garver, 2015-02-20 Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning—and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms—examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim—and the thousands of students they met—as they provide a map for shifting the classroom dynamic from teaching to learning. |
| professional development for kindergarten teachers: Teacher Learning in the Digital Age Chris Dede, Arthur Eisenkraft, Kim Frumin, Alex Hartley, 2016-03-29 With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. “As teacher development moves online,” the editors argue, “it’s important to ask what works and what doesn’t and for whom,” They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, Teacher Learning in the Digital Age reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning. |
| professional development for kindergarten teachers: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| professional development for kindergarten teachers: FirstSchool Sharon Ritchie, Laura Gutmann, 2014 FirstSchool is a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies that focus on the needs of minority and low-income children. |
| professional development for kindergarten teachers: The Essentials Iliana Alanís, María G. Arreguín-Anderson, Irasema Salinas-González, 2021 Gain a Richer Understanding of the Interdependent Relationship Among Culture, Language, and Learning Learn how to implement intentional practices that nurture children's bilingual identities and augment their growth in all developmental domains. Educators working with children ages 3 through 6 can apply the concepts and strategies explored in this valuable resource in a variety of early childhood settings and contexts. Using current and foundational research, this book provides developmentally and linguistically appropriate guidance for intentional and purposeful practices with children, their families, and other members of the school community. In each chapter, you'll find Discussion of a key concept from a developmental and asset-based perspective that focuses on the role of a child's home language and their family in the educational process Examples of children's and teachers' experiences within an educational context Idea Boxes that provide practical ways for educators to apply their understanding in practice Definitions of key terms Answers to frequently asked questions Connections to NAEYC Early Learning Program Accreditation Standards For faculty! A sample syllabus and sample activities connected to each chapter can be found online at NAEYC.org/essentials-supporting-DLLs |
| professional development for kindergarten teachers: Designing Professional Development for Teachers of Science and Mathematics Susan Loucks-Horsley, Katherine E. Stiles, Susan Mundry, Nancy Love, Peter W. Hewson, 2009-11-24 This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work. —Sally Goetz Shuler, Executive Director National Science Resources Center In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement. —Harold Pratt, President, Science Curriculum Inc. Former President, National Science Teachers Association The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement. |
| professional development for kindergarten teachers: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| professional development for kindergarten teachers: The Wiley Handbook of Early Childhood Care and Education Christopher P. Brown, Mary Benson McMullen, Nancy File, 2019-04-23 The essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young children, early childhood special education, teaching and learning literacy, and much more. This important resource: Presents a comprehensive synopsis of the major components of the field of early childhood care and education Contains contributions from leading scholars, researchers, and experts in the field Offers the foundational knowledge and practices for working with young children Puts the focus on how early childhood works and presents an understanding of culture as a foundational component of both child development and early childhood education Written for academic scholars, researchers, advocates, policymakers, and students of early childhood care and education, The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource to the major issues for dealing with childhood care and education with contributions from noted scholars in the field. |
| professional development for kindergarten teachers: Head Start Program Performance Standards United States. Office of Child Development, 1975 |
| professional development for kindergarten teachers: Teacher Education and Professional Development in TESOL JoAnn Crandall, MaryAnn Christison, 2016-01-29 At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF. |
| professional development for kindergarten teachers: Changing Expectations for the K-12 Teacher Workforce National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Understanding the Changing Structure of the Kâ¬"12 Teacher Workforce, 2020-07-10 Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development. |
| professional development for kindergarten teachers: Not Light, But Fire Matthew R. Kay, 2018 Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, it is not light that is needed, but fire Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations. How to build conversational safe spaces, not merely declare them. How to infuse race conversations with urgency and purpose. How to thrive in the face of unexpected challenges. How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race. |
| professional development for kindergarten teachers: Already Ready Katie Wood Ray, Matt Glover, 2008 From the very first chapter of this informative and inspiring book, a clear picture emerges of how even three- and four-year-olds' capacities for serious authorship can and should be supported. - Lillian G. Katz Coauthor of Young Investigators: The Project Approach in the Early Years By the time they reach preschool or kindergarten, young children are already writers. They don't have much experience, but they're filled with stories to tell and ideas to express - they want to show the world what they know and see. All they need is a nurturing teacher like you to recognize the writer at work within them. All you need to help them is Already Ready. Taking an exciting, new approach to working with our youngest students, Already Ready shows you how, by respecting children as writers, engaged in bookmaking, you can gently nudge them toward a lifetime of joyful writing. Katie Wood Ray and Matt Glover guide you through fundamental concepts of early writing. Providing numerous, helpful examples of early writing - complete with transcriptions - they demonstrate how to: make sense of children's writing and interpret how they represent sounds, ideas, and images see important developmental signs in writers that you can use to help them grow further recognize the thinking young children engage in and discover that it's the same thinking more experienced writers use to craft purposeful, thoughtful pieces. Then Ray and Glover show you how little ones can develop powerful understandings about: texts and their characteristics the writing process what it means to be a writer. You'll learn how to support your writers' quest to make meaning, as they grow their abilities and refine their thinking about writing through teaching strategies such as: reading aloud working side by side with writers sharing children's writing. Writing is just one part of a busy early childhood classroom, but even in little doses, a nurturing approach can work wonders and help children connect the natural writer inside them to a life of expressing themselves on paper. Find that approach, share it with your students, and you'll discover that you don't have to get students ready to write - they're Already Ready. |
| professional development for kindergarten teachers: Visualizing and Verbalizing Nanci Bell, 2007 Develops concept imagery: the ability to create mental representations and integrate them with language. This sensory-cognitive skill underlies language comprehension and higher order thinking for students of all ages. |
| professional development for kindergarten teachers: Invent to Learn Sylvia Libow Martinez, Gary Stager, 2019-01-05 A new and expanded edition of one of the decade's most influential education books. In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports making in the classroom, library, makerspace, or anywhere learners learn. |
| professional development for kindergarten teachers: The Next Step in Guided Reading Jan Richardson, 2009 Teachers facing the challenge of meeting the diverse reading needs of students will find the structure and tools they need in Jan Richardson's powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Each chapter contains planning sheets to help teachers analyze assessments in order to group students and select a teaching focus Includes detailed, ready-to-go lesson plans for all stages of reading: emergent, early, transitional, and fluent |
| professional development for kindergarten teachers: Phonemic Awareness Michael Heggerty, 2017 The primary curriculum in English (yellow book) is typically used in Grades 1-3. It can also be used with individual students or small groups in higher grades for remedial work on specific skills. The revised English Primary Curriculum adds additional teacher instructions, including optional hand motions for some skills, and also includes correct responses to enable the teacher to present the lesson at a consistent, quick pace. We have also added a table in the preface section to show how the curriculum aligns with the Common Core State Standards for Phonological Awareness (Grade 1).--Publisher's website. |
| professional development for kindergarten teachers: The Early Childhood Coaching Handbook Dathan D. Rush, M'Lisa L. Shelden, 2019-09 How can you support both colleagues and families as they enhance their knowledge, develop new skills, and promote health development of young children? Coaching is the key--and the new edition of this bestselling guide is packed with even more practical tools to help early childhood professionals conduct skillful coaching at homes, schools, and communities. Like the popular first edition, this book walks you step‐by‐step through the five characteristics of successful coaching practices: observation, action, reflection, feedback, and joint planning. You'll learn about the essential qualities of effective coaches and discover how to adjust your coaching techniques to meet the specific needs of early childhood educators, parents, and caregivers. And you'll get cutting‐edge new content inspired by user feedback, including updated research, the latest evidence‐based practices, and almost 80 pages of sample scripts and scenarios that help you support families of children with a wider variety of diagnoses. With this practical guide to proven coaching techniques, you'll be ready to help both professionals and families support the learning and development of all young children. What's New More scripts and scenarios that show what coaching looks and sounds like in the real world A Coaching Scenario Matrix to help you find relevant examples in seconds New chapter on coaching for early intervention service coordinators More guidance on coaching throughout the IFSP process New examples that address common coaching challenges Expanded guidance on the process of coaching coaches Answers to key questions from the authors' popular training sessions Practical forms now available as fillable PDFs for download Updated research on the effectiveness of coaching Practical Materials: Downloadable tools include the Coaching Plan, Framework for Reflective Questioning, Coaching Practices Rating Scale, and Coaching Log. |
| professional development for kindergarten teachers: Young Children Marilyn Fleer, 2007-01-01 Shows how an understanding of cultural context, and using the knowledge children already have as a starting point, can lead to rich science outcomes in many different settings. |
| professional development for kindergarten teachers: Critical Issues in Early Childhood Professional Development Martha J. Zaslow, Ivelisse Martinez-Beck, 2006 Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly do we mean by 2professional development3? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the crucial first steps toward definitive answers. Top experts in early childhood education help readers: define professional development; examine research across a range of settings Head Start, public preschools, private programs on professional development and school readiness; consider both the extent and the content of professional development; learn from detailed explorations of promising professional development models; investigate key economic considerations and policy implications; identify areas for further exploration. |
| professional development for kindergarten teachers: Sparks in the Dark Travis Crowder, Todd Nesloney, 2018-06 More standards, tests, and mandates are not the answer to improving literacy. Sparks in the Dark inspires educators in every subject area to be intentional about instilling a love of reading and writing in all students. |
| professional development for kindergarten teachers: Teacher Professional Development Eleonora Villegas-Reimers, 2003 |
| professional development for kindergarten teachers: Fundamentals of Literacy Instruction and Assessment, Pre-K-6 Martha Clare Hougen, Susan M. Smartt, 2012 Teach fundamental literacy skills to students in pre-K through sixth grade with this introductory reading textbook, filled with cutting-edge research, best-practice guidelines, and practical classroom examples and exercises. |
| professional development for kindergarten teachers: Kindergarten Readiness Nancy L. Cappelloni, 2012-10-24 Put children on a path to success! Filled with photos and tools for practice, this is one of the rare resources to combine the latest research with immediately useable ideas and professional development support to help you equip our youngest students for formal schooling. This ready guidebook helps you: Understand the complexities of the transition to kindergarten Implement a successful program of instruction and assessment appropriate for children with various abilities Align your lessons with Common Core kindergarten standards Assess young children’s skills and abilities Tailor your program to enrich learning for all students |
| professional development for kindergarten teachers: Early Childhood Teacher Preparation Bernard Spodek, Olivia N. Saracho, 1990 Teacher Preparation initiates the Yearbook in Early Childhood Education Series. This volume is designed to explore the issues that face the field regarding the nature of early childhood practice, the preparation of practitioners, and the need to address these areas as the field prepares for the future. Contemporary programmes preparing early childhood personnel both at the bachelor's degree level and below are described. Early childhood teacher education programmes in other countries are also outlined. |
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A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
PROFESSIONAL definition and meaning | Collins English …
Professional means relating to a person's work, especially work that requires special training. His professional career started at Liverpool University. ...a professionally-qualified architect. The …
Professional - Definition, Meaning & Synonyms - Vocabulary.com
When an athlete "goes pro," she goes professional –-she is paid for her service rather than doing it on an amateur basis. Other professionals, including doctors and lawyers, are also paid for their …
Professional - definition of professional by The Free Dictionary
1. following an occupation as a means of livelihood. 2. pertaining to a profession. 3. appropriate to a profession: professional objectivity. 4. engaged in one of the learned professions, as law or …
PROFESSIONAL Definition & Meaning - Dictionary.com
Professional definition: following an occupation as a means of livelihood or for gain.. See examples of PROFESSIONAL used in a sentence.
What does professional mean? - Definitions.net
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
professional adjective - Definition, pictures, pronunciation and …
Definition of professional adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
