Sentences with phrase «expanded teacher decision»
Anysia Peni Mayer, University of Connecticut Morgaen L. Donaldson, University of Connecticut Kimberly LeChasseur, University of Connecticut Anjalé D. Welton, University of Illinois at Urbana - Champaign Casey D. Cob, University of Connecticut Negotiating Site - Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools Educational Administration Quarterly 2013 49:5, 695 — 731
http://www.ucea.org/ Not exact matches
One interpretation of the emphasis on developing the common core curriculum is that these debates provide a convenient diversion from potentially more intractable fights over bigger reform ideas like using improved teacher evaluations for personnel decisions, expanded school choice, or enhanced accountability systems.
The decision, in a case brought by a former Georgia high - school student who alleged she had been sexually harassed and abused by a teacher, greatly expands the ability of students to obtain redress from school districts for acts of discrimination.
The data collection and analysis are the foundation of an important conversation at schools that are seeking to maximize the time they have and to make decisions about increasing, or expanding learning time for students and planning time for teachers.
Advocacy for teacher professionalism and expanded leadership roles is based on the understanding that teachers, because they have daily contacts with learners, are in the best position to make critical decisions about curriculum and instruction.
What may result are decisions as obvious as expanding the presence of teachers and other adults to monitor hallways, restrooms, and stairwells during class changes, a simple step that can have a greater day - to - day impact on safety than anything else school leaders do.
According to HPS Superintendent, Dr. Robbie Adell, who announced the decision to close school on Wednesday, May 16, the number of HPS teachers who have requested time away from their classroom to attend the rally expands beyond the number of available substitute teachers.
[34] The downside is that such decisions would be based on little direct information about actual performance unless pre-service teacher education programs substantially expand their use of evaluation.
We provide opportunities for teachers to stay informed, expand their leadership, connect with colleagues and decision - makers, and advocate for change.
The intended outcomes of the formal coaching process for the inviting teacher are the development of reflective practice and decision making; a refined and expanded repertoire of teaching strategies; an enhanced understanding of curriculum, instruction, and assessment; and the capacity to provide high - impact, learning - focused teaching strategies in an environment characterized by interesting and engaging work for students.
Rick Stiggins, in Revolutionize Assessment, states that, «If we expand our vision of formative assessment to include student / teacher partnerships, we can empower students to understand the learning targets, gather continuous evidence of their growth, recognize how to move consistently forward toward success, make instructional decisions that enhance their own learning, and feel — at long last — in control of their own academic well - being.»
By expanding our formative assessment practices to systematically involve students as decision makers, teachers acknowledge the contributions that students make to their own success and give them the opportunity and structure they need to become active partners in improving their learning.
expand the scope of collective bargaining to include instructional and professional issues and teacher involvement in educational decisions
Despite evidence that the complexity of the nation's education crisis requires an array of solutions — including strong curriculum standards and robust consequential accountability, the overhaul of teacher quality, revamp of curriculum and standards, expanding school choice, improving school data systems and giving parents their rightful decision - making roles in education — far too many reformers are busy touting and flacking their one grand solution and dismiss others that, in their minds, don't further their own.
Mary Bousted, general secretary of the Association of Teachers and Lecturers, criticised the decision to expand the scheme.
So we must continue to overhaul how we recruit, train, evaluate, and reward teachers; develop stronger, more - entrepreneurial school leaders; expand the number of high - quality school options for all kids; provide all kids with rigorous college preparatory curricula; make parents the lead decision - makers in education and given them the tools they need to make smart decisions for their kids; and build cultures of genius in which the potential of all kids can be nurtured.
His plan includes provisions for improving local decision - making and parent engagement in schools, calling for more great principals and effective teachers, developing a robust college - and career - ready curriculum and expanding 21st century technology in the classrooms.
My priorities will be: (1) Get more funding into local classrooms and cut bureaucracy and waste; (2) Empower teachers and parents to make more education decisions; (3) Expand career training and college prep to ensure all students are prepared to succeed in the 21
My priorities will be: (1) Get more funding into local classrooms and cut bureaucracy and waste; (2) Empower teachers and parents to make more education decisions; (3) Expand career training and college prep to ensure all students are prepared to succeed in the 21st century.
Although school districts control major operations on affiliated charters including employment decisions, the school gains access to the charter categorical block grant, which expands spending flexibility and can be used to reduce teacher layoffs in a given year.
We commend the Board for their decision and look forward to working with them to build more successful and sustainable programs to bring new teachers into the district, including the nationally recognized Teacher Residency program and the expanding para-to-teacher program.
Through the current funding provided by the Office of Head Start, we have expanded and updated the TTYC by providing more detailed information on the use of TTYC, adding strategies for toddlers, providing a decision - making tool for determining the support a child might need, and offering specific guidance on how mental health consultants in Early Head Start / Head Start could use these tools with Early Head Start / Head Start teachers, staff and families.
So Robins and her staff expanded their Second Step implementation beyond sessions with counselors to include in - class instruction by teachers — and it turned out to be a popular decision.