Sentences with phrase «teacher quality department»

Not exact matches

Data released by the New York State Education Department on the distribution of teacher quality reveals inequitable access to highly effective teachers in New York City.

City Law Department spokesman Nick Paolucci said tenure job protections help the city recruit and retain high - quality teachers.

«To ensure the best and brightest are teaching our children, the State Education Department will increase the standards for teacher certification to require passage of a «bar exam,» in addition to longer, more intensive and high - quality student - teaching experience in a school setting,» Mr. Cuomo said.

Data from U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation, Meeting the Highly Qualified Teachers Challenge: The Secretary?s Annual Report on Teacher Quality, Washington, D.C., 2002.

He touted a Department of Education program, not yet implemented, that offers up to $ 4 billion to states that promise to raise student achievement and improve the quality of their teachers training.

«Since having enough high - quality teachers is essential to the effective operation of the school system, these are issues that the Department needs to address urgently.»

The U.S. Department of Education so far has granted conditional waivers to 26 states from mandates such as the 2013 - 14 deadline for bringing all students to proficiency on state tests and the NCLB law's teacher - quality requirements.

Fordham Institute Executive Vice President Mike Petrilli served as moderator, and he was joined by panelists Sandi Jacobs, Vice President and Managing Director for State Policy, National Council on Teacher Quality; Alice Johnson Cain, Vice President for Policy, Teach Plus; Chet Linton, CEO and President, School Improvement Network; and Rob Well, Director of Field Programs, Educational Issues Department, American Federation of Teachers.

The Chicago school board has agreed to hire hundreds of additional teachers and other employees in order to end a four - year dispute with the U.S. Education Department over the quality of the school system's services for handicapped pupils.

The state department of education is seeking to establish teacher - preparation schools that are free from state regulations so long as they produce high - quality teachers — a variation on the concept that has led to the creation of more than 3,000 K - 12 charter schools in 41 states since 1992.

For example, two of the current top priorities of the U.S. Department of Education are to get states to implement rigorous teacher evaluation systems and to improve the quality of the nation's teacher preparation programs.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

I construct two measures of school quality — student perceptions of teacher practices and parent satisfaction — using data from the Longitudinal Study of Young People in England (LSYPE), a major survey supported by the Department for Education.

The evidence was damping and the data worrying, with hard facts provided by Future in Mind, a department of health study, The NSPCC, The Care Quality Commission, National Union of Teachers etc..

The NAO said its research will examine: «If the system for training new teachers produces sufficient numbers of new teachers of the right quality for schools; and if the department has effective oversight of the market for training new teachers.»

A Department for Education spokesperson said: «The number and quality of teachers in our classrooms is at an all - time high but as the economy strengthens we recognise that recruitment can be challenging — particularly in some areas of the country.

The Department for Education can not show that its efforts to improve teacher retention and quality are having a positive impact, according to the National Audit Office (NAO).

Youll probably see a stepped up effort on the departments part to work with states and — when we can — with local districts to make sure the notification provisions on teacher quality, school choice, and supplemental services are more fully implemented.

Here, I'll concentrate on teacher - student feedback, but should point out that my research into highly effective departments and schools has shown that successful leaders provide high - quality feedback to their staff, an important influence on the quality of teaching in their schools.

Members of the congressional New Democratic Coalition expressed dismay last week at the Department of Education's recent decision to give teachers» colleges an extra year before they have to start reporting on the quality of their programs.

The Department for Education (DfE) launched the public consultation in December 2017, and it set out a range of proposals for ensuring teachers have the right support in place at the beginning of their careers, improving access to high - quality professional development, and improving progression opportunities for all teachers throughout their careers.

Four days before the 2016 election, the U.S. Department of Education (DOE) issued a regulation requiring every state to publish an annual «report card» on the quality of its teacher - preparation programs.

In this webinar, Karen Cator, chief executive officer of Digital Promise and former director of the Office of Educational Technology at the U.S. Department of Education, will lead a conversation with assistant state superintendents from the Florida, Tennessee, and Delaware Departments of Education to discuss: • Each state's work on competency - based professional development using micro-credentials, • What changes they believe states and districts will look to make in the future, and • What the impact on teacher quality and retention will be.

He said the department was exploring ways to bolster counseling through existing federal programs, such as Title II funds, which are geared toward improving teacher and principal quality.

However, states and school districts often struggle to prepare and retain high - quality educators, and in 2014, the Department of Education made having an equal distribution of effective teachers a national priority with its announcement of the «Excellent Educators for All» initiative.

The U.S. Department of Education should fund research and pilot demonstration programs that will provide empirical evidence of how effective different kinds of teacher tenure policies are on raising teacher quality and student achievement

The Department has provided a good deal of guidance to help teachers develop high quality SGOs without overly restrictive rules.

The Department of Education is supporting activities to stimulate improvement in teacher quality.

These activities include: The National Board for Professional Teaching Standards; a Report Card on improving teacher quality; a Title V Task force; existing Department programs; and continued support of research and dissemination of such.

A story in the Aug. 7, 2002, issue of Education Week misstated two key provisions of draft regulations on teacher quality that the Department of Education released Aug. 1 as part of the implementation of the new federal education act.

A decision by the New Jersey Department of Education to drop its requirement that candidates for bilingual - teacher certification demonstrate proficiency in the language they will teach in has seriously weakened the state's ability to ensure the quality of instruction, according to bilingual - education advocates.

The federal Department of Education scored states on a number of factors, downgrading Minnesota for lacking clear plans to develop high - quality teachers and buy - in from the teachers» union.

Just a few months ago, the U.S. Department of Education proposed new federal regulations geared toward assessing the quality and impact of teacher preparation programs.

Since 2000, the Kentucky Department of Education and The Kentucky Center for the Arts have partnered to provide Kentucky teachers with quality, in - depth and artist - led Arts Academies and Arts Integration Academies.

Through the process of professional accreditation of schools, colleges and departments of education, NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century.

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

Some of these principals, mostly at the secondary level, wrongly assumed that if a vision of high - quality instruction was well articulated, then high - quality instruction would happen — without much further action on their part or through the delegation of necessary actions to department heads and other teacher leaders.

However, a structural quality element such as small class size can facilitate learning when it is paired with high - quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services,quality element such as small class size can facilitate learning when it is paired with high - quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services,quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services,Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services, 2010).

I'm talking about things like teacher licensing mandates, which researchers have long found do not improve teacher quality and traffic in disproven education fads (but do provide easy - access cash cows for state departments of education and teacher colleges since teachers are required to keep buying their products to maintain certification); ever - increasing testing and data - entry mandates; centralized curriculum mandates like Common Core; centralized teacher evaluation and ratings systems; and the massive data entry required to document things like student behavior problems and special education services.

Meeting the need for high quality teachers: e-Learning solutions [White paper written for the U.S. Department of Education Secretary's No Child Left Behind Leadership Summit.]

A small number of states have used levers intended to create modest system change.265 For example, Indiana adopted a 5 point educational quality indicator system in 2001, and merged its independent Teacher Professional Standards Board into the Department of Education in 2005.

The U.S. Department of Education (ED) recently opened two competitions of interest to GRC members - the Centers for International Business Education Program and the Teacher Quality Partnership Grant Program.

Through the process of professional accreditation of schools, colleges and departments of education, CAEP works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century.

This whole approach to teaching contrasts hugely with the teamwork displayed in Japanese and Finnish schools, where the quality of teaching of a subject is seen as the joint responsibility of every teacher in that department.

A Department for Education spokesman said the number and quality of teachers was «at an all time high» and the government wanted to continue attracting the most talented people to the profession.

«Until the department meets its targets and can show how its approach is improving trainee recruitment, quality and retention, we can not conclude that the arrangements for training new teachers are value for money,» said NAO head Amyas Morse.

Set out and communicate to schools and other bodies in the sector the department's approach to improving teacher retention, deployment and quality.

They also come at a time when new policy developments are shaping the future of the field once known as vocational training, including a series of reports from the U.S. Department of Education, the Council of Chief State School Officers, the American Institutes of Research's Center on Great Teachers and Leaders, Achieve and others that underscore the critical importance of teacher quality within CTE.

Dr. Kemaly Parr, director of the CTE program at Kentucky's Murray State University, played a key role in securing a $ 130,000 grant provided by Kentucky's Council on Postsecondary Education through the U. S. Department of Education's «Improving Teacher Quality Grant,» issued under the authority of Title II, Part A of the No Child Left Behind Act.

The percent of teachers given waivers is published by the U.S. Department of Education each year in the Secretary of Education's (page 48) report on teacher quality.