Sentences with phrase «classroom teachers of all grade levels»

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The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Designed by Chicago Children's Museum's education experts, PWN provides teachers with engaging instructional strategies to introduce, reinforce and deepen the understanding of grade - level math concepts through innovative classroom activities, math work stations, and children's literature.

Educators claim that the testing limits the scope of teaching in the classroom and creates a detrimental level of stress for students an teachers alike, all of whom are subject to grading based upon the testing results.

All three curricula have been piloted by teachers across America in a wide variety of K12 teaching environments, including rural, urban, and suburban; all grade levels; regular ed, special ed, and ESL classrooms.

«Unfortunately, without the level of training and support they need, many teachers do not use technology to their advantage — for grading, organizing lessons, searching for information, communicating with the education community, or in the classroom with their students.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom...

Learning Without Tears ™ is now revealing brand new editions of all of our teacher's guides, student workbooks and journals from Handwriting Without Tears — plus a new grade level for transitional kindergarten to evolve with changing classroom stands.

Committed to a balanced budget, Hite and the SRC put forth a «doomsday» budget that severely cut the number of noontime aides, counselors, and teachers, and created «split» classrooms, that is, classrooms with two grade levels in the same room.

I've witnessed similar elements of greatness firsthand, while spending hours at campuses and in teacher classrooms in all grades levels and in nearly every type of school.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

Teachers currently have students who read several grades above and below grade level in the same classroom and most feel that they are not able to effectively differentiate instruction for students of all levels of achievement.

With videos for every grade level, in multiple languages, and in a variety of forms and teaching styles, teachers will find an amazing go - to source for classroom resources.

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

In the school Helene Dykes dreams of working in, teacher workroom pods are connected to each group of grade - level classrooms.

To help teachers in their efforts to integrate technology and science, Greece provides students and teachers with a number of technology resources: At the elementary level, each school contains a wired computer lab, capable of serving an entire class; a wireless, mobile computer lab; five student computers in each grade 1 - 5 classroom; and three student computers in each pre-K and kindergarten classroom.

In that role, I lead a team of seven teacher researchers who teach across grade levels and content areas, researching the work that gets done in their classroom, on the field, and in the studio.

Since retiring from the classroom, she has worked with teachers of all grade levels throughout the United States and Canada to help them improve their mathematics instruction.

Each parent who has a child sitting in a classroom should know the credentials that got that teacher there — college degrees, honors and awards received, types of experiences (not necessarily years of experience but types — has the teacher worked with different grade levels before or taught other subjects?).

Their newest book covers dozens of tips for teachers using Google tools in their classroom and is an awesome resource for educators at all grade levels.

It includes the following classroom - level variables: school year and grade indicators, class - type indicators (honors, remedial), class size, indicators for teacher experience, and cubics in class and school - grade means of lagged test scores in math and English each interacted with grade.

«Three of the special education teachers are assigned to self - contained classrooms for students — mostly those classified as mildly, moderately, or severely retarded — who are functioning two or more years below grade level.

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.

For example, Brittany, a fifth - grade teacher, explained that laptops were provided at her grade level for each student because the required end - of - grade tests were only available online: «We got them [carts with classroom sets of laptops] because of the science tests moving online.

Full - time release teacher leaders could do classroom coaching; part - time release teacher leaders could do demonstration lessons and observations of colleagues; teacher leaders with no release time could lead grade level or department groups in lesson planning.

These schools tended to have a «more experienced principal, a schoolwide Chapter 1 program, some tracking by ability in grades 1 - 6, lower rates of teacher and student mobility, a balanced emphasis on remedial and higher - order thinking in classroom instruction, and higher levels of community and parent support» (p. 62).

We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade level teams, and not in whole schools.

TPACK may be influenced by contextual factors such as grade level, curricular standards, student characteristics and background, instructional and social interactions, teacher motivation and beliefs, classroom layout, school - related expectations, support for technology, and types of technology available (Mishra & Koehler, 2006; Rosenberg & Koehler, 2015).

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

Instead of facing this challenge alone in his classroom, as often happens, he described how the districts» shared instructional framework, known as Beyond Textbooks, made it easy for him to enlist help from teachers across subject and grade levels.

Findings from this set of studies indicate that teacher leaders provide support to classroom teachers through designing and / or facilitating professional development and that this practice occurs across grade levels K - 12 and subject areas.

Phone call # 4: The mother of a highly gifted girl who does algebra in her head «for fun» and consistently scores four years above grade level on tests of mathematics achievement called to ask me how she could convince the classroom teacher and the gifted coordinator that her young daughter did not need to keep adding and subtracting one - and two - digit numbers with the rest of the third grade class.

When teachers work together to examine student work and analyze classroom lessons, they figure out collectively what works and what doesn't, and they build a culture of learning across grade levels in elementary school s and within departments in secondary school.

Her career in education started as an elementary classroom teacher where she taught students of varying grade levels.

The actual lesson is modeled by our coach and by one of the grade - level teachers, who brings their classroom into our live lesson room.

«Our Principal's Shadowing Program gives parents an opportunity to spend two hours of a typical day with the principal learning about their child's grade level expectations and walking through classrooms to see the teachers and students in action.

(Tenn.) A report out this month marking the results of the first three years of a new program that trains principals to better evaluate teachers using classroom observation found 100,000 additional students were on grade level in math in 2014 as compared to 2010; and 57,000 more were on grade level in science.

Student profiles, real - life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms.

Teachers are expected to teach more economics as part of their social studies curriculum and the NeEconEd website helps teachers learn what is expected at each grade level and link quickly to good materials to use in the clTeachers are expected to teach more economics as part of their social studies curriculum and the NeEconEd website helps teachers learn what is expected at each grade level and link quickly to good materials to use in the clteachers learn what is expected at each grade level and link quickly to good materials to use in the classroom.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

During this time, it became apparent that teachers had different levels of understanding of the theory of standards - based grading, and had different levels of technical competence in implementing this system in their classroom.

... Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours...

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

At Dayton's Bluff Elementary, grade - level teams of teachers use release time to review classroom - based assessment data, discuss instructional strategies, and plan for each upcoming six - week period.

Where library media staff collaborates with classroom teachers, reading scores average increases of 8 % at the fourth grade level and 18 % to 21 % at the seventh grade level.»

HOT Blocks are a creative intervention model where cross curricular collaborations between grade - level teachers and arts classroom teachers support students in Scientific Research Based Interventions (SRBI) in their learning of language arts and math content through the arts.