Sentences with phrase «methods for the teacher education program»

As a Clinical Professor in Teaching and Learning for the College of Education, Professor Langguth has taught Orientation to Secondary Education, Secondary Classroom Management and Middle School Curriculum and Methods for the Teacher Education Program, and facilitated and coordinated stateside and international off - site student teaching placements for students in the program.

Not exact matches

Also expressing satisfaction with the cross-fertilization of the various communities represented at the Noyce Summit, Shirley Malcom, director for AAAS Education and Human Resources Programs, said it is possible to experiment with new classroom methods and then to «backfill» according to what the research bears out in order to bolster and improve preservice education of STEM teachers, and STEM education itself, as quickly as Education and Human Resources Programs, said it is possible to experiment with new classroom methods and then to «backfill» according to what the research bears out in order to bolster and improve preservice education of STEM teachers, and STEM education itself, as quickly as education of STEM teachers, and STEM education itself, as quickly as education itself, as quickly as possible.

The Phoenix Rising Method underlies our Yoga Therapist, Yoga Teacher Training, and Programs for Mental Health Professionals which provide you a comprehensive education in guiding yoga - based embodied mindfulness experiences that are client - centered and deeply empowering.

Secretary da Silva called this method of teaching «teacher - present high school with technological mediation,» and he wanted to know: Would the IDB be willing to make an investment that would help the program transform from an experimental pilot into a radically new, statewide model for education?

Since 2004, he has worked with HGSE's Teacher Education Program in a variety of capacities, including as a mentor to student - teachers in their practicum placements, as a mentor to teachers in the Cambridge - Harvard Summer Academy, and a methods instructor for two core classes.

IES to Seed New Methods for Studying Schools Education Week, October 16, 2012 «For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.&raqfor Studying Schools Education Week, October 16, 2012 «For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.&raqFor example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.»

This understanding is particularly important for online teacher education programs, because the experiences and perspectives teachers obtain there will influence their willingness to implement this learning method in their own classrooms.

Since 2004, Pereira has worked with the Teacher Education Program in the Harvard Graduate School of Education in many different capacities including mentoring student teachers in their practicum placements, mentoring teachers during the Cambridge - Harvard Summer Academy, and methods instructor for two core classes.

The College of Education at Saint Bonaventure University (NY) has embraced the professional development school model in its initial teacher certification programs as a method for providing rich clinical experiences for teacher candidates.

The state has created only five alternative certification routes other than the traditional method of certification at an undergraduate university or college: Alternative One requires a program of professional preparation in education along with a chairperson recommendation, Alternative Two is open for certified teachers from other states, Alternative Three requires a written exam and oral review, Alternative Four requires superintendent recruitment for teaching in high - need areas, and Alternative Five is an on - the - job training option that nevertheless requires a Bachelor's degree.

David M. Houston is a Ph.D. candidate in Politics and Education and the Instructor of Quantitative Methods for Evaluating Education Policies and Programs at Teachers College, Columbia University.

The Alliance for Excellent Education (Alliance) also highlights specific state methods for closing gaps in access to high - quality teachers and recommends a comprehensive induction program for novice teachers.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

(b) The purposes of establishing charter schools are: (i) to stimulate the development of innovative programs within public education; (ii) to provide opportunities for innovative learning and assessments; (iii) to provide parents and students with greater options in selecting schools within and outside their school districts; (iv) to provide teachers with a vehicle for establishing schools with alternative, innovative methods of educational instruction and school structure and management; (v) to encourage performance - based educational programs; (vi) to hold teachers and school administrators accountable for students» educational outcomes; and (vii) to provide models for replication in other public schools.

Learn how high - leverage teaching practices, content knowledge for teaching, and ethical obligations are infused in throughout a teacher education program, including methods courses and field work

The speakers were Joan Duffell, executive director of Committee for Children; Maurice Elias, director of the Rutgers Social - Emotional and Character Development Lab; Janice Deguchi, executive director of the Denise Louie Education Center and Head Start program in Seattle; and Keeth Matheny, a teacher at Austin (Texas) High School who offers a popular class titled «Methods for Academic and Personal Success.»

Dieckmann teaches math methods courses for the Stanford Teacher Education Program (STEP) and remains active in policy in migrant education at the state and national level, especially in state needs assEducation Program (STEP) and remains active in policy in migrant education at the state and national level, especially in state needs asseducation at the state and national level, especially in state needs assessments.

When looking for a program, learn which methods you will be taught and avoid teachers who claim expertise simply from living with dogs, as even a cursory education in animal behavior can make you a better trainer.

Aggressive education consultant who has helped several school districts to adapt new methods for monitoring teachers and creating student programs.

The speakers were Joan Duffell, executive director of Committee for Children; Maurice Elias, director of the Rutgers Social - Emotional and Character Development Lab; Janice Deguchi, executive director of the Denise Louie Education Center and Head Start program in Seattle; and Keeth Matheny, a teacher at Austin (Texas) High School who offers a popular class titled «Methods for Academic and Personal Success.»