Sentences with phrase «teacher policy talks»

Not exact matches

If you discover that the policy is strong and supports your own healthy views, you can use it as ammo when talking to other parents, teachers and school officials.

Beginning at 9:00 pm host Gary Axelbank will talk with Peter Murphy, the Policy Director of the New York Charter School Association, and Dr. Jessica Shiller of the Department of Middle and High School Education at Lehman College about student performance, a cap on the number of charter schools, funding, teacher's union issues, and more.

The decision to open merger talks with the American Federation of Teachers — and reconsider a 1976 policy barring N.E.A. members from affiliating with the A.F.L. - C.I.O., to which the A.F.T. belongs — brings the two mammoth labor unions closer to unification than ever before.

This year, we've got Andrew Coy, senior advisor for making in the White House Office of Science and Technology Policy, sharing why making is critical in schools today; Alixandra Klein, a Vermont - based entrepreneur who makes jewelry using a laser cutter and upcycled materials, talking about the importance of art and creativity; and Dr. Jorge Valdes of the U.S. Patent and Trademark Office (and also a high school science teacher here in New Jersey) discussing intellectual property, patents, and the inventor's mindset.

Rick Hess and a panel of expert teachers talk about how teachers can bust out of the «cage» of misguided policies, inattentive administrators, and inadequate funding.

Anna Egalite of Harvard's Program on Education Policy and Governance was on Where We Live (Connecticut Public Radio) this week to talk about the effects of teacher diversity on student success in the classroom.

The WILL TO LOVE means calling on that love first, so when you disagree with a teacher, or a principal, or a policy maker, talk to her and not about her, not only because it is the right thing to do, but because it is the productive thing to do.

They haven't always agreed — especially on which levels of government should do what, how many forms of school choice warrant public funding, how best to evaluate teachers, and so on — but I'm not talking about consensus on the details of policy and implementation.

Last month I talked about teacher pensions on a panel at the annual summit of the Policy Innovators in Education (PIE - Network).

In education policy, we often talk about «teacher turnover» as a problem for schools, employers, and communities.

A teacher in Camden reports that she was threatened with dismissal if she talked about a school's policy of changing grades to make the school's performance look stronger.

This is one of the queries I heard most often when interviewing teachers for The Cage - Busting Teacher or just when talking about the issue of educators, public officials, and education policy.

Ferfolja adds: «There is also a [New South Wales Department of Education] document called the Controversial Issues in Schools policy and that also talks about having to get parental permission if you're going to raise a controversial issue, sensitive topic — so what does that actually mean for teachers?

In this episode of the EdNext podcast, Marty West talks with Chad Aldeman, a principal at Bellwether Education Partners who worked as a policy advisor at the U.S. Department of Education, about what went right and what went wrong with teacher evaluation reform.

Teachers talk about why they take part in teacher voice organizations aimed at influencing education policy in this video produced by the Center for American Progress.

When talk turned to educational equity, panelists stressed the need for comprehensive school reform which incorporates academics with school safety measures, curricula that encourages teachers to operate creatively, policies that promote safe local housing, particularly when involving children under age 5.

One note: Whether we're talking about teachers unions backing political candidates or across - the - aisle support for parent trigger laws, it's become abundantly clear that education policy doesn't always fall along clear party lines.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

The current cohort of GO Teacher Policy Fellows have been building on the research of the previous Fellows, learning about education policy making, and talking with other Oakland educPolicy Fellows have been building on the research of the previous Fellows, learning about education policy making, and talking with other Oakland educpolicy making, and talking with other Oakland educators.

Teachers who have talked with NC Policy Watch have said they will reject the contracts if they are offered them.

[7] Teachers who have talked with NC Policy Watch have said they will reject the contracts if they are offered them: http://www.ncpolicywatch.com/2013/12/05/teacher-turnover-in-north-carolina-significantly-higher-than-previous-year/

The E4E - LA policy team was comprised of 13 current educators who spent close to three months surveying teachers, researching other evaluation systems, talking with stakeholders and collaborating on their recommendations.

You were excited by what your teacher was talking about, but when you got there you only heard a group of teachers and a vice principal talking about school rules and policies and procedures and... it was all very boring.

«It's very exciting to talk about a bright, new, shiny type of school, but policies to turn the dial on professional development for teachers is harder work - but it is much more substantive in the long run.»

Teachers often talk about having «a place at the table» — a means to influence education policy in a way that reflects the needs of the teaching profession.

It's easy for those of us who spend a lot of time thinking and talking and writing about these things to forget that most people, including most parents and teachers, just don't care that much about education policy.

Teachers often complain that we are left out of the policy talks.

The reality is that for all the talk from the NEA and AFT about how they represent teachers, the reality is that their defense of seniority - and degree - based pay scales, reverse - seniority layoff policies, and near - lifetime employment privileges through tenure do little for the younger, more reform - minded teachers who realize the damage these policies do to their profession and, ultimately, to the children in their care.

So, instead of preparing remarks about teacher leadership, evaluation, or career pathways, instead of talking about education policy or equity, curriculum or assessment, I had a much different set of questions to...

Organized by the Learning Policy Institute (LPI), «Walking the Talk: Teacher Preparation for Deeper Learning» highlighted findings from a national study of seven teacher preparation programs that are organized in ways that align with deeper learning approaches — meaning less emphasis on rote learning and more on experiential, innovative, collaborative, and equity - focused peTeacher Preparation for Deeper Learning» highlighted findings from a national study of seven teacher preparation programs that are organized in ways that align with deeper learning approaches — meaning less emphasis on rote learning and more on experiential, innovative, collaborative, and equity - focused peteacher preparation programs that are organized in ways that align with deeper learning approaches — meaning less emphasis on rote learning and more on experiential, innovative, collaborative, and equity - focused pedagogy.

A social studies teacher may participate in a moderated #sschat on historical thinking, use the #FergusonSyllabus hashtag to research how to talk with students about systemic race issues, exchange ideas with digital colleagues, challenge local or federal policy by contacting legislators or informing the public, or organize a face - to - face Edcamp unconference in the community (see Swanson, et al., 2014, and Carpenter, 2015b, for more).

E4E teachers know that principals matter: NYC teacher Luke Goodwin, a member of the principal evaluation policy team, talks to reporter Lindsey Christ, who...

But when you talk to progressive union leaders and the teachers at the vanguard of this new movement, it's striking how much they have in common — even accounting for disagreements around specific policies.

Sure, Supt. John Deasy has managed to at least talk the talk on systemically reforming the district (even as he makes rather weak moves as striking a deal with the AFT's City of Angels local on a teacher evaluation plan that does little to actually measure the performance of teachers based on their success with the students they instruct in classrooms) and has even allowed for families at 24th Street Elementary to exercise the district's own Parent Trigger policy and take over the school.

He wanted to talk about political influence and big - money funders through the lens of two reform - oriented school systems — New Orleans (suggesting that teacher layoffs could be blamed on TFA and not Hurricane Katrina) and Chicago (pointing to school closings and mayoral control, as if either of those two policies had anything to do with TFA).

Watch the video: Teachers Talk Policy by Kaitlin Pennington and Lauren Santa Cruz.

I am talking about the pilot project for teacher evaluation, not the licensure policy.

And I will start by saying that as we look at the teaching continuum, one of the things we would say and the policies and entities can really help to do is to break down that barrier between talking about teacher preparation and then talking about teacher professional learning.

The collective education and education policy reform community have been talking about and using the words «teacher leadership» for years, but when I ask different stakeholders what teacher leadership is and how it is formally recognized and understood in the context o...

The agenda included a diverse range of speakers, topics, and site visits, plus presentations from teachers, scientists, policy experts, and researchers who talked about topics such as early childhood, arts, and STEM.

First, school - level policies and routines like data talks and data walls appeared to define acceptable student data - use practice for teachers.

Around the time of the publication of A Nation at Risk in 1983, teacher quality and preparation entered the spotlight of policy talk and have since received significant political attention (Lewis & Young, 2013).

Raised in a family of teachers and talking often of her three school - aged children Powell took to the role well, winning plaudits for her boisterous opposition to government policies, including forced academisation and teacher shortages.

Riley's complaints about BHQFU will sound familiar to anyone who has spent time talking about the school: its community was a conglomeration of preexisting friend groups; classes were either overcrowded or poorly attended; the policies on payment for teachers and guest speakers were uneven and opaque.

The Teacher Timmons Roberts, a sociology professor at the College of William and Mary and co-author of «A Climate of Injustice,» sent an email from the Bali climate talks to his students, and it is also circulating among sociologists dealing with climate policy.

The vast majority — those who are voting on policy issues, talking to friends, arguing with thier kids» elementary school teachers — do not grasp the science behind GCM's, for instance.