From fall 2006 to spring 2008, I taught a secondary English methods course as a required component in
the English Education teacher preparation program of a large public university in the midwestern United States.
Not exact matches
She was co-author of a grant proposal that garnered Morningside a five - year, $ 1.2 million award from the U.S. Department of
Education, Office of
English Language Acquisition, in support of training in - service
teachers in
preparation for
English as a Second Language endorsement.
For those interested in the finer points of
education policy, I'd also recommend: Alyson Klein on helping long - term English - language learners, Chad Aldeman on the difficulty of «raising the bar» for teacher preparation entry, Mike Petrilli's Education Next piece on a schools agenda for working - class families, Kathleen Porter Magee on a great - news story for Catholic schools, Nat Malkus on the Title I funding fight, and Paul Peterson on the «Bush - Obama» approach t
education policy, I'd also recommend: Alyson Klein on helping long - term
English - language learners, Chad Aldeman on the difficulty of «raising the bar» for
teacher preparation entry, Mike Petrilli's
Education Next piece on a schools agenda for working - class families, Kathleen Porter Magee on a great - news story for Catholic schools, Nat Malkus on the Title I funding fight, and Paul Peterson on the «Bush - Obama» approach t
Education Next piece on a schools agenda for working - class families, Kathleen Porter Magee on a great - news story for Catholic schools, Nat Malkus on the Title I funding fight, and Paul Peterson on the «Bush - Obama» approach to reform.
And, we're highlighting a report that brings some good news to close out the year in the way math and
English standards are being implemented in California schools, along with good news for four county offices of
education and four districts that are each receiving grants to fund bilingual
teacher preparation.
Federal law in postsecondary
education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve
teacher and principal effectiveness and include: Evidence - based
preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special
education programs,
English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and
teacher and principal assignment policies.
A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in
education course work, looking particularly at the
preparation of elementary
teachers in
English / language arts (ELA) and mathematics.
Improved
preparation and support for
teachers working with unique student populations and more opportunities for collaboration among
teachers of general
education, special
education and
English Learners
This statewide summit convened HIDOE and higher
education administrators, ELA faculty, and
teacher preparation faculty to share best practices for college and career readiness in
English Language Arts.
Addressing the shortage of highly qualified
teachers of
English language learners in Texas was the goal of IDRA's Bilingual
Education Collaborating Alliance, an accelerated
teacher preparation project funded by the federal Transitions to Teaching program (from 2001 to 2005).
Of those enrolled in traditional
teacher preparation programs, half were focused on elementary
education, with 11 percent in science and math, and approximately 8 percent in special
education, world languages,
English and social sciences.
The authors take a historical look at the development of the CEE and CITE Journal relationship, reflect on the inaugural article in the CITE Journal
English Language Arts
Teacher Education section and the principles it presented, and provide a history of the evolution of NCTE / CEE belief statements, resolutions, and standards for teacher preparation as they relate to 21st - century literacies and techno
Teacher Education section and the principles it presented, and provide a history of the evolution of NCTE / CEE belief statements, resolutions, and standards for
teacher preparation as they relate to 21st - century literacies and techno
teacher preparation as they relate to 21st - century literacies and technologies.
Teacher educators must also include hypermedia projects in their teacher preparation courses if there is any hope of bringing the field of English education in line with the multimedia lives of ci
Teacher educators must also include hypermedia projects in their
teacher preparation courses if there is any hope of bringing the field of English education in line with the multimedia lives of ci
teacher preparation courses if there is any hope of bringing the field of
English education in line with the multimedia lives of citizens.
• Assistant
Teacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student re
Teacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist
teacher in preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student re
teacher in
preparation for classes and curriculum practices • Grade 30 percent of class work • Organize classroom materials and help maintain positive class environment • Meet twice a week with
teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and
English Tutor — C2
Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student resources