Based on current research, the greatest factor for student success is what goes on every day in Kentucky’s classrooms. The second factor is the principal . . . the support they provide staff for continually improving classroom practice. In order for this to occur, administrators must be able to recognize effective teaching and learning and then provide the support teachers need to be successful. This session will provide instructional specialists, supervisors, coaches, and school administrators strategies for enhancing quality teaching in schools through the use of the Kentucky Department of Education’s (KDE’s) defined five characteristics of Highly Effective Teaching and Learning (HETL): learning climate; classroom assessment and reflection; instructional rigor and student engagement; instructional relevance; and knowledge of content.

To continue the learning and through the use of technology, there will be demonstrations of how to quickly recognize HETL and then have the necessary conversations with teachers to help improve practice.

This is a hands-on learning session where participants will gain knowledge and resource ideas which can be immediately used at the work place.

Based on current research, the greatest factor for student success is what goes on every day in Kentucky’s classrooms. The second factor is the principal . . . the support they provide staff for continually improving classroom practice. In order for this to occur, administrators must be able to recognize effective teaching and learning and then provide the support teachers need to be successful. This session will provide instructional specialists, supervisors, coaches, and school administrators strategies for enhancing quality teaching in schools through the use of the Kentucky Department of Education’s (KDE’s) defined five characteristics of Highly Effective Teaching and Learning (HETL): learning climate; classroom assessment and reflection; instructional rigor and student engagement; instructional relevance; and knowledge of content.

To continue the learning and through the use of technology, there will be demonstrations of how to quickly recognize HETL and then have the necessary conversations with teachers to help improve practice.

This is a hands-on learning session where participants will gain knowledge and resource ideas which can be immediately used at the work place.

Based on current research, the greatest factor for student success is what goes on every day in Kentucky’s classrooms. The second factor is the principal . . . the support they provide staff for continually improving classroom practice. In order for this to occur, administrators must be able to recognize effective teaching and learning and then provide the support teachers need to be successful. This session will provide instructional specialists, supervisors, coaches, and school administrators strategies for enhancing quality teaching in schools through the use of the Kentucky Department of Education’s (KDE’s) defined five characteristics of Highly Effective Teaching and Learning (HETL): learning climate; classroom assessment and reflection; instructional rigor and student engagement; instructional relevance; and knowledge of content.

To continue the learning and through the use of technology, there will be demonstrations of how to quickly recognize HETL and then have the necessary conversations with teachers to help improve practice.

This is a hands-on learning session where participants will gain knowledge and resource ideas which can be immediately used at the work place.

This series is designed to enhance teachers' understanding of the importance of literacy instruction and its connection to student learning. Participants will be given an opportunity to engage in multidisciplinary literacy examples and will leave with a variety of ready-to-use ideas.

Audience: Principals, Instructional specialist/coaches & teachers of grades 4-12

Dates: October 6-7, 2010

Dates: September 8-10, 2010

The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education, will sponsor two 2 1/2-day advanced studies seminars on the use of longitudinal education databases for research and policy studies in 2010. Both seminars - one in August and this one in September - will cover the same material, focusing specifically on the Education Longitudinal Study of 2002 (ELS:2002) database. The design of this study permits the examination of education, work, and the socialization of youth in the United States, and the influences of schools, teachers, community, family, and colleges in promoting growth and positive outcomes.