Sentences with phrase «often other teachers in the school»

Not exact matches

Teachers and other staff in public schools are often moved from school to school when allegations emerge, rather than the school attempting to remove the teacher from the district.»

1 have thought of still others in writing this: Sunday school teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.

The other problem, Pope says, is that summer homework packets (frequently put off until the last unhappy week before school begins), often seem to fall into an academic black hole once they're turned in — with no feedback from teachers and no effect on kids» grades.

I believe we can and do all agree on two points: 1) really, no one — not teachers, not other parents, and not school staff should be feeding our kids things we don't want them to eat or which could harm them (particularly at younger ages) and 2) that there is much too much unhealthy food being served way too often in schools.

Through early testing and teacher selection, certain children are singled out for an enriched lesson plan to push them to their limit, whereas others are labeled as low achievers, which often diminishes their expectations of themselves and hurts their performance in school.

One of the primary complaints I hear from teachers is, «I just don't feel appreciated» (echoed often also by principals and other administrators in our school system).

Districts could address within - district inequities in lots of ways — they could offer higher salaries to teachers in poorer schools, they could have lower class sizes in poorer schools, or they could expand other services within poorer schools — but local teachers» union contracts often prohibit all of these policy options.

In working with children and their families, Greene often meets with children's teachers and other school staff.

The source of this claim is a series of recent consultant reports commissioned by teacher unions, school board associations, legislative bodies, and others, often for use in school finance cases.

My former middle school students often return to tell me how much they loved the novels we read as a class and how no other teacher since has awakened in them a similar passion for reading.

«Teacher's assigned to develop timetables in schools are often busy with other roles, such as administration, or they are teachers without classes to teach, and they don't have the time to sit there and model something as effectively as they'd like,» she says.

On the other hand, in a toxic school environment, «teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude» prevails, notes Peterson.

That is why poor children need even more stability, more support, smaller class sizes, and more attention from their teachers and others in their schools, but often receive far less, due to underfunding.

While having less experienced teachers probably didn't help these kids» academics, their poor behavior and lack of interest in school made these teachers» jobs harder and often caused them to move on to other schools.

One of the more insidious ways that White teachers bring racism into schools is in how we (often inadvertently) value Whiteness and European ways of being above all others.

Despite ample research indicating that teachers matter more to student achievement than any other in - school factor, 32 both the Trump - DeVos budget and the House appropriations bill proposed eliminating the Supporting Effective Instruction State Grant program, often referred to as Title II grants after the section of the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act, that authorizes the funding.

Although these insights are written for people who often lead school turnaround efforts — principals, assistant principals, instructional coaches, and teacher leaders — other stakeholders involved in school improvement may also find them instructive.

Teachers are rarely rewarded for the excellent work they do in these schools and often leave to pursue other careers.

Education writer RiShawn Biddle does an excellent job of poking holes in the teacher bashing argument, claiming, among other things, that Weingarten «is just using a rhetorical trick often deployed by teachers unions and other education traditionalists to oppose school reform.

Absent from the trip were teacher's groups and others in Florida who criticize the tax credit scholarship program for diverting needed funding from the public schools to send children to private, often religious, schools that don't have to meet state standards.

Other school leaders acknowledge the urgency of seeking advice early and often from the target audience — teachers, students, and parents — so they have a say in shaping the process.

Additionally, linguistics courses, like writing pedagogies courses, are often taken by students in majors other than education, making it difficult for instructors to include field placements in local schools or concrete discussion of teacher feedback strategies in linguistics courses.

Most teachers were banned for relationships with pupils and other sexual offences, most often in secondary schools or sixth forms.

«I have a lot of agreement with the president and Arne Duncan on these education issues, and I've said that publicly many times,» Christie said in March at a televised forum on education.Christie has said that he and the president often see eye to eye on charter schools, teacher evaluation, and tenure reform among other topics.

However in schools, sensitive topics like race, sexuality, and other axes of identity are often left undiscussed because teachers find them difficult to talk about.

Iris: As a very quiet student in the recently integrated school zone of Rock Creek Park, I was often ignored by other students and even some teachers.

Over-emphasis on closing gaps in test scores to the neglect of other issues has led to the development of accountability systems that can overlook the impacts of poverty on students» scores and often result in penalizing the very schools and teachers that are struggling the most and that need the most support.

The possible positive effects attributable to smaller classes were often mitigated in these schools because teacher quality was lower than in other schools, as more experienced teachers left to fill new openings in less troubled schools.

In contrast with the incoherent attempts at professional learning often seen in school districts across the United States, many other countries prioritize professional learning for their teacherIn contrast with the incoherent attempts at professional learning often seen in school districts across the United States, many other countries prioritize professional learning for their teacherin school districts across the United States, many other countries prioritize professional learning for their teachers.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

For example, Terrasi and de Galarce (2017) describe a case of PTSD in a 2nd - grade student who previously got along well with his friends and was succeeding in school but who, after witnessing his mother being hit in the arm by a stray bullet while they were walking together in their neighborhood, became «defiant with his teachers... often hiding under a desk, knocking things down, hitting other children, and running out of the classroom» (p. 35).

Because most ethnic minority students find comfort in knowing that their teachers, counselors, and other school staff are interested in their futures, they're often receptive to receiving support, especially when it means they will be better able to advance in the education system.

Teachers who say they get included in school decision - making and collaborate often with other teachers are more likely to say that teaching is a valued profession in their Teachers who say they get included in school decision - making and collaborate often with other teachers are more likely to say that teaching is a valued profession in their teachers are more likely to say that teaching is a valued profession in their society.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

I have so many ideas to improve our schools that I'd love to bring to the table, but my union (with my money) stifles my ideas and often promotes ideas and policies that are in direct opposition to what I (as a 28 year classroom teacher) feel would be beneficial to my students and to other students across this country.

[10] Other subjects like environmental education, ecology, or spirituality, not often found in more traditional school curricula, often emerge from the interests of learners and teachers in a more open - ended learning community.

And tenured teachers are often entitled to vacancies in other schools regardless of their performance.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Another key ESSA feature is that it makes explicit that Title II «human - capital» management funding — often thought of solely in connection with teachers — can be used to support principals and other school leaders, including principal supervisors, too.

Lindsay Sobel, executive director of Teach Plus's Massachusetts office, says putting master teachers in charge of training others more often is a step many schools can take right away.

teacher6402: «The reason that scores and achievement are so low in urban districts is due to many factors: transient leadership, unqualified administrators, lack of curricula, poverty and transient students, lack of parental and community support, politicians posturing at the expense of poor and urban communities, and yes - ineffective teachers who often get in to urban school districts because they lack the skill set and content knowledge to get in to other districts.»

Therefore, it is unfair for you to make statements such as «ineffective teachers... often get in to urban school districts because they lack the skill set and content knowledge to get in to other districts.»

These students also often could not participate in the extracurricular activities at their school, and some also received «harsh treatment» from teachers and other students, «lower expectations» in academics, and «alienation.»

During exam periods in secondary schools, colleges and universities, there's often a shortage of exam invigilators since the teachers and lecturers still have other work to attend to.

I incorporate parents, teachers, and others in the treatment team, and often therapy happens at school, at home, or other settings where the difficulties happen.»

In fact, high school is often a time when students experience greater separation — from their family as they take more cues from their peers, from their school community as they go from teacher to teacher without a consistent «homeroom» during the day, and as they further define their sense of identity, how they are like others and also, how they are different.

At school, Brad felt so anxious and scared around others that he was unable to participate in class, and the teacher would often skip over him when asking students to read out loud.