Sentences with phrase «smaller school district teachers»

«Smaller school district teachers have to be trained in all areas they teach, so they meet highly - qualified status, or they have to hire more people to do the job,» Smith said.

Not exact matches

In 2003, a proposal to exempt small city school districts from constitutional debt limits failed, despite support from the influential teachers union.

Teachers in Chester, Pa., who said they would be willing to work without pay to keep classroom disruption to a minimum after their school district reported in early January that its cash reserves had dipped below $ 100,000, scored a small victory on Jan. 10 when a federal judge approved an advance on the district's state school aid pending the outcome of a lawsuit to force the state to provide adequate funding.

The Oysterponds school district in Orient, one of the smallest schools in the state, is the only district on Long Island that failed to have its teacher evaluation plan approved by Thursday's deadline and is expected to lose some state aid as a result of not having an approved - plan in place.

I spent 11 years as a middle school science teacher and three years as a professional developer for small and rural districts in Florida, and have been a middle school assistant principal for the past three years.

Each district's foundation level is adjusted by such factors as the «teacher - training and - experience index,» by the number of special education students, and for small rural schools and districts.

Oklahoma also makes adjustments in its formula for small schools, different grade levels, teacher experience and education, and the geographic isolation of districts.

Ben Merrill, principal of southwestern Idaho's small, rural Notus Junior / Senior High School and superintendent for the Notus School District, says, «Out here, when I have an opening for a teacher in advanced science or math, I may get two to three applicants, all right out of college — no one with a master's degree.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

He was a professor of rural education at Teachers College, Columbia University, until his retirement in 1965, and helped launch school - improvement projects in small, remote school districts.

The 12 administrative subdistricts within the Houston school district hired teacher trainers to provide continuing support, working with teachers individually (in their classrooms) and in small groups.

The constant reversion to calls for ever - smaller class sizes never seems to lose its appeal for the teacher unions or for school districts arguing for more funds.

The Palisades School District, of which Durham Nockamixon is a part, sent a small group of interested teachers to a national conference on looping and multiage classrooms where, Tubiello says, they were inspired by the writings of educator Jim Grant, a passionate advocate of continuous learning and author of several books about looping.

In this relatively new and small school there is a special education teacher, psychologist and therapists made available through collaboration with the public school district.

These are usually «freemium» models where teachers pay nothing for basic access and a small amount for additional features such as classroom dashboards and reports; school - or district - wide packages come with a licensing fee.

That path is a limited replication of No Excuses schools that rely on a very unusual labor pool (young, often work 60 + hours per week, often from top universities); the creation of many more charters that, on average, aren't different in performance from district schools; districts adopting «lite» versions of No Excuses models while pruning small numbers of very low performing teachers; and some amount of shift to online learning.

Parents, philanthropists, taxpayers, and teachers all pitch in to ensure excellent programs, top - notch instruction, and a state - of - the - art learning environment, despite the school district's small - town budget.

In smaller school districts and in private schools, parents have more say about curriculum and the evaluation of teachers.

Instead, school districts have attempted to enhance student learning (and address many other problems along the way) by hiring more people — more teachers (for smaller classes) and more teacher aides, guidance counselors, bus drivers, lawyers, accountants, special educators, bilingual specialists, and others.

At the district level, organizing campaigns have led to the development of new, small schools, «grow your own» teacher programs, and the adoption of college prep curricula as mandatory in all schools.

Peterson: Since John Dewey, school reformers have tried to customize education to the needs of each child, but each step towards customization has required a big step toward centralization (bigger schools, larger school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability school reformers have tried to customize education to the needs of each child, but each step towards customization has required a big step toward centralization (bigger schools, larger school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability works.

If, as has been the case in a number of places, the comparison group is all the teachers in a given grade in the school district — with, say, the top 15 percent of the 4th grade teachers receiving an award — what is the significance of a big or small school?

For all three studies, Mathematica's research team effectively recruited enough districts, schools, and teachers to participate, ensuring the analysis could detect even relatively small impacts on student outcomes.

Then school districts are having to scramble to find ways to teach the teachers,» said Michael Seabolt, the superintendent of Louise, a small district about 90 minutes south of Houston.

During his first five years as chief of Boston schools, Payzant focused the district on literacy instruction, creating a new team of literacy coaches who worked with classroom teachers in a small set of schools, using money freed up from an «audit» of professional development endeavors that revealed too many disparate efforts around the district.

City and school leaders in Boston reached an agreement with the Boston Teachers» Union last week to expand the district's system of small, autonomous schools, ending a 2 - year - old standoff that had stalled the growth of the experimental program.

Philadelphia, Guilford County, N.C., and four small districts in northern New Mexico have scooped up the last of the $ 42 million in federal grant money on offer this fall for rewarding teachers and principals who get higher student test scores in needy schools.

«Temporary staffing services for substitute teachers,» Max Longhurst an education specialist at the Substitute Teaching Institute at Utah State University noted, «may not be necessary in all areas, particularly in smaller school districts, but they do provide another option for larger systems struggling to provide quality education in the absence of the regular classroom teacher.»

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

PLCs are small units within schools, typically consisting of only four or five classrooms, four or five teachers (who are district employees paid the same as other district teachers), and under 100 students, who apply for admission.

The state also makes an adjustment for districts with small schools, different grade levels served, and teacher experience.

As in large districts, large schools have significant disadvantages on all principal and teacher leadership variables; principal and teacher leadership diminish as we move from small to large buildings.

Class sizes are small, its student - to - teacher ratio is only about 12 to 1, and each year the district spends far more than the national average on each public school student.

Testimony will also be provided by representatives from the United Federation of Teachers, New York State School Boards Association, New York State Council of School Superintendents, Conference of Big 5 School Districts, New York State Association of School Attorneys, Small City School Districts and Council of School Supervisors & Administrators.

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.

Teachers band together at any time to create small schools, typically three to twelve teachers each, that are licensed (or chartered) by the school district and rent space from the dTeachers band together at any time to create small schools, typically three to twelve teachers each, that are licensed (or chartered) by the school district and rent space from the dteachers each, that are licensed (or chartered) by the school district and rent space from the district.

As the district expands this approach into other schools, schools are also paying smaller supplements to teachers on teams led by excellent teachers.

How to recruit and retain teachers and other leaders in hard - to - staff rural and small school districts.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famiSchool in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

By embracing iPads while keeping the traditional model of one teacher working with 20 - some children, the small school district offers a vision of what the future of digital learning might be.

We hope that they won't pooh - pooh small innovations like a one - off charter school with a unique design, a teacher evaluation tool that a school district has worked hard to create and implement, or a set of standards that a community has created to reflect its values.

At Lincoln Elementary School in Revere, MA, another small urban district, 4th grade math and science teacher Lani Gonzalez assigned her students to design Lincoln's new playground.

At West Somerville Neighborhood School in Somerville, MA, a small urban district outside of Boston, 7th grade social studies teacher Marisa Roque created and implemented a humanities performance assessment that covered multiple ELA state standards along with 21st century skills.

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

Network Eight: Students in Small and Rural School Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support teachers and mitigate professional isolation

Teachers in a small, southwest Kansas school district have decertified from the state's main teachers union, the fifth group of teachers to do so in the paTeachers in a small, southwest Kansas school district have decertified from the state's main teachers union, the fifth group of teachers to do so in the pateachers union, the fifth group of teachers to do so in the pateachers to do so in the past year.

For a range of reasons, include their remoteness, their generally small size and a lack of media coverage, teacher shortages in rural districts have received far less attention than those in inner - city schools.

The state would have to examine ways to compensate high quality teachers in rural areas where there may not be a low performing school to move to, Hall said, otherwise smaller districts will likely suffer from a lack of quality teachers.

The majority of teacher teams submitted plans that built on the district's trend toward breaking down large struggling schools into smaller, more manageable learning communities.

Because high performing educators in those small districts have fewer schools to move around to if they want to receive additional pay to work in lower performing schools as required under such programs, those teachers would be more likely to choose to work in a district that can offer that sort of advantage — something Hall said would simply draw even more quality teachers away from rural schools.