Sentences with phrase «school teacher data»

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), «Public School Teacher Data File,» 1999 - 2000, 2003 - 04, 2007 - 08, and 2011 - 12; «Private School Teacher Data File,» 1999 - 2000, 2003 - 04, 2007 - 08, and 2011 - 12; and «Charter School Teacher Data File,» 1999 - 2000.

Not exact matches

According to data released by the OECD, the starting salary for a high school teacher with no experience in the country is about $ 79,000.

Founder Charles Best combines his own experiences as a public school teacher in the Bronx with data and analytics savvy that's straight out of Silicon Valley.

Create a mentoring program where Amazon engineers, economists, data scientists, accountants, and other professionals are partnered with hard science teachers in our school districts to help show kids what it's like to work in STEM;

Cellphones are still absent from most U.S. schools but new data shows them steadily gaining acceptance as administrators bow to parents» wishes to keep tabs on their kids and teachers find ways to work them into lessons.

Just data point info here — our school kind of pushed the issue shortly before my son was three, because his teacher was pregnant and going on mat leave and they wanted him to have a chance to make the transition with the teacher he was bonded with.

Former Assemblyman Michael Benjamin says Cuomo «seems to be straddling the school - accountability line he drew eight weeks ago» by suggesting he's opening to limiting the public release of teacher evaluation data.

As if anticipating that attack, Cuomo released a 250 - page book listing his positions on issues of the day, including a strong defense of charter schools and the use of student - performance data in assessing teachers.

The survey reveals 49,834 people in the schools earned more than $ 100,000 during the 2014 - 15 school budget year, according to data compiled by the Empire Center, which looked at records kept by the state's Teachers Retirement System.

Depends on next Governor elected in fall 2018 Anne shared data of school shared services Use resources better - ex: food service better product bulk purchase so reduced cost Special ed teacher cover multiple districts 650 sq miles Schools already doing and savings Piggy back service Volume procurement saves money Once consolidated — Who do you complain to?

Commenting on the data released today by the Department for Education on permanent and fixed - period exclusions of pupils during 2013 - 14, Chris Keates, General Secretary of the NASUWT, the largest teachers» union in the UK, said: «The increase in the number of pupils suspended due to assaulting adults in schools is extremely worrying.

Maximum pension benefits averaged $ 68,676 for the 2,495 members of the New York State Teachers Retirement System who retired in school year 2016 - 17 with at least 30 years of credited service time, according to data posted today on SeeThroughNY, the Empire Center's transparency website.

Commenting on the publication by the Department for Education of School Workforce statistical data on headteachers» salaries, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said: «Headteachers and other school leaders have an important and critical job to do in leading and managing teaching and learning in scSchool Workforce statistical data on headteachers» salaries, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said: «Headteachers and other school leaders have an important and critical job to do in leading and managing teaching and learning in scschool leaders have an important and critical job to do in leading and managing teaching and learning in schools.

Republicans argued that means most schools won't even attempt to use the test data when evaluating teachers.

Cuomo cited data from last school year's teacher evaluations that the state Education Department released on Tuesday in calling for an overhaul of his signature rating system, the design of which he called an «evolving process.»

New York City implemented the plan for the first time last school year; according to Tuesday's data, about 92 percent of teachers were rated «effective» or «highly effective,» and just over 1 percent of teachers got the lowest rating, «ineffective.»

Requires publication of a «Parents Bill of Rights» on each school district and BOCES website that will be included in every contract with a third party contractor that receives student / teacher / principal data

Twenty - three percent of public school teachers and administrators in New York school districts outside New York City were paid more than $ 100,000 during the 2016 - 17 school year, according to data added today to SeeThroughNY.

Commenting on the primary school performance tables released today by the DfE, Chris Keates, General Secretary of the NASUWT, the largest teachers» union in the UK, said: «The NASUWT has consistently highlighted to Government the serious problems with the reforms to primary assessment, particularly the impossibility of comparing data for last year with previous years due to changes introduced to the testing system.

«Despite the efforts of teachers and pupils, the value of this year's test results will be poured over and questioned and schools face the prospect of being held to account unfairly on the basis of this year's results data.

Entirely justifiably, teachers and school leaders remain concerned that inspection outcomes do not always give credit for the full extent of schools» achievements, especially those that are not readily captured by pupil performance data.

According to the most recent data from the state Education Department, charters had a nearly 40 percent annual turnover rate of teachers, versus a 14 percent rate for public schools.

The bill would also require the city to regularly provide state leaders a trove of information on student and teacher data and expenditures as well as develop a facilities capital plan that identifies the 10 most overcrowded and underutilized school buildings.

Students» names, grade levels, teachers, schools, and their education department identification numbers were viewed in the data breach, said New York State Education Commissioner MaryEllen Elia during an afternoon conference call with reporters.

Today, the New York State Education Department made available a detailed data file for the 2012 - 2013 teacher and principal evaluation results for all districts except New York City (which did not begin its teacher evaluation program until the 2013 - 14 school year).

The United Federation of Teachers, in a proposed amendment to a City Council resolution, today called for charter schools seeking free space in New York City public school buildings to be required to make public financial data and political donations, along with student demographics, suspension rates, and teacher and student attrition.

Under Cuomo's plan, the public would still be able to review school and grade - level data, but all information linking scores to individual teachers and principals would be scrubbed out.

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

Researchers used questionnaire data generated from almost 600 Maths and English teachers based in 82 UK secondary schools, alongside interviews with teachers, to understand how grouping students into sets influenced the independence of lower attaining students.

In one school, the meeting entailed committee members filling in assessment scores and signing forms, while another school invited each child's teacher to provide input followed by a discussion of the relative assessment data and how best to serve the student in the coming year.

Since the No Child Left Behind Act went into effect in 2002, more data than ever have been made available on schools, the quality of their teachers, and their student achievement.

I think it can provide teachers with better data, more accurate information, and likewise be a truer picture of a school's accountability and a teacher's performance.

The researchers focused on data from 1,680 teachers in 200 urban schools, along with their more than 50,000 students in grades six through nine.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

Two of his current projects explore how NCLB affects decision - making and data usage and how the program has influenced the distribution of teachers across their school districts.

Through a program called IISME, or Industry Initiatives for Science and Mathematics Education, 12 high school science teachers from throughout the Bay Area spent part of their summer working with Berkeley Lab scientists on ongoing research projects, conducting and designing experiments and helping to collect and analyze data.

The essays in part I are troubling on several counts, beginning with their main source of «data,» which is a survey of public school teachers — and no one else.

Some states already have been singled out as falling behind because they have laws that hinder data linking students and teachers, including California and New York, or don't have charter school legislation, such as Maine, Nebraska, and South Dakota.

So on a bright November afternoon three weeks after the test, Hope's math specialist, Christine Madison, and two of the school's 4th - grade teachers huddled over five pages of test - score data assembled for them by ANet.

At Summit Preparatory Charter High School in Redwood City, California, every teacher gathers real - time data — daily.

Recently U.S. Secretary of Education Arne Duncan noted that schools of education have not prepared teachers to use student data to improve instruction.

In any event, few teacher - education schools include data - analysis training, so many teachers don't know how to read the data, or don't have the time to use the information to rethink their lesson plans.

A new paper from the Harvard Family Research Project (HFRP) aims to help, providing tips on how teachers and schools can safely and productively discuss student data with families.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

The book profiles heroic charter school teachers and leaders and chronicles their 80 - hour work weeks, their meetings in teacher's homes to retool instruction because of new data, and their personal commitment to taking students to visit colleges.

The New York City school district's experience in implementing a new data - management system aimed at making a wealth of student - level data available to teachers is the subject of a new report by Education Sector, a Washington - based think tank.

Teachers, data and instructional coaches, and a principal from eight widely different schools attended.

It calls for teachers to have to teach in disadvantaged schools if they want to obtain the headship qualification and schools must publish data on training provision and turnover rates for early - career teachers in different schools.

A few days after the data - day review, I visited Powell Elementary, a district school in northeast D.C., for a learning walk on peer - group feedback, or how to get teachers to help one another figure out how to reteach a troublesome lesson.

A report titled Below the Radar: Low - level Disruption in the Country's Classrooms discusses the issue as it affects 95 state schools and academies inspected between January and July this year, and includes data from a YouGov survey of teachers and parents.