Sentences with phrase «teacher candidate focused»

Professional Summary Teacher candidate focused on the educational future of our young people.

Teacher candidate focused on the educational future of our young people.

Similarly, observation tasks were presented with guiding questions in order to highlight important elements that help the teacher candidates focus their observations.

Not exact matches

Teachers College, Columbia University (that's the way they write their name, apparently), Young Audiences New York and One Percent for Culture hosted a mayoral candidate forum on July 30th focused on The Future of Education, Arts and Culture in New York City.

Green Party candidate Howie Hawkins pointed to a $ 9 - billion shortfall owed to schools from a court - mandated Campaign for Fiscal Equity settlement and asked why the Governor focused just on Teachers.

Teacher preparation programs must be selective and must focus on the recruitment of excellent teacher candTeacher preparation programs must be selective and must focus on the recruitment of excellent teacher candteacher candidates;

TEAC accreditation audits focus on three quality principles: evidence of teacher candidate learning, evidence that the assessment of such learning is valid, and evidence of the program's own continuous improvement and quality control.

For the master's candidates who will soon be serving as reading specialists in schools around the nation, Mason said the video exercise demonstrates the importance for teachers of focusing on the learners in the classroom first.

While the conversation would be broad, the agenda should be narrow and focus on three immediate needs: 1) radically improving the quality of candidates coming to the field; 2) identifying the specific content of coursework necessary to improve teacher knowledge; and 3) and detailing the practical experiences that new teachers need in order to ensure they are effective in the types of classroom contexts in which they plan to teach.

And all teacher candidates must pass the content - focused licensure test prior to student teaching.

National Board Workshop The National Board Workshop is designed for teachers seeking National Board Certification who want to spend time with other candidates and trained NBCT coaches to receive focused, extended guidance through the NBPTS components.

AMTE, building on the work of NCTM, developed a technology position statement focused on teacher preparation that states, «Mathematics teacher preparation programs must ensure that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.»

Much of the focus in multicultural efforts in schools has been at the teacher level, but here we try to push candidates to think about how the school must develop this competency as well.

The district has focused on strengthening its hiring process to look for the best candidates, he said, while also revamping its mentoring and induction program for new teachers.

Recruitment efforts for special education positions — often the hardest jobs for schools to fill — have been forced to focus on out - of - state candidates as the shortage of teachers across California continues to loom.

Wouldn't it be great to offer a focused class that can be consulted while teacher candidates are in internships or in their first year of teaching.

The NMUTR program also incorporates a unique focus on cultural responsiveness by allowing teacher candidates to participate in community - based organizations throughout the summer months.

The summit was a daylong conference conducted by the Associated Colleges of Illinois Center for Success in High - Need Schools to engage teacher candidates and faculty in interactive discussions focused on increasing diversity in the teacher workforce.

Such lessons will often provide the teacher candidates with the opportunity to focus on aspects of lesson delivery such as group management or questioning skills.

Our aim at UOIT, with its technological focus across all programs, is to prepare teacher candidates to teach in a digital age, to become familiar with the out - of - school literacy practices of their students, and to consider how they might use these media for educational purposes in their own classrooms.

As such, it allows teacher candidates to familiarize themselves with the dynamic nature of maps — zooming in and out at different scales, clicking on points to illuminate certain data points (in our case, photographs), and moving the map so that it focuses on different areas, and adding / subtracting data layers — while simultaneously removing some of the technical angst associated with learning how to create, upload, layer, manipulate, and analyze data sets manually.

Many educators, policymakers, and other stakeholders worry that increasing selectivity may lead to a less racially diverse teacher workforce, as minority candidates generally score lower on many of the current selectivity metrics used by teacher preparation programs.14 Others maintain that the diversity gap will only continue to grow in the decades to come, even with a focus on the recruitment and retention of the current generation of prospective teachers.15 Instead, those skeptical of the United States» ability to attain both goals offer solutions such as increased cultural competency among the existing teacher workforce to inspire and encourage a more diverse generation of future educators.16

Teacher candidates can learn that maps do not necessarily have to be the main focus of a lesson, but their incorporation can play an integral role in their students» interaction with new information and concepts to be learned.

Ann Schulte, associate professor at California State University, Chico, says that preparation programs should be focused on working with and assessing teacher candidates in the field, so they receive frequent observations and feedback during their student teaching experiences from someone with extensive knowledge of their abilities and classrooms.

Respondents suggested that the Association focus an Annual Meeting theme on best practices in international activities in teacher education, create a list of agencies and brokers who are working with EPPs on tailored programs for teacher candidates, and organize a consortium of members to increase capacity for global work.

While some say this practice of designing teacher preparation curriculum around the PACT bears resemblance to K - 12 teachers «teaching to the test,» many educators at Northridge say the PACT is focused on critical areas of good teaching, like planning lessons with strong student assessments, and modifying lessons for English language learners and students with disabilities, and that it therefore only reinforces what candidates should learn anyway.

Schools of education created classes solely focused on preparing students to pass the exam, which centers on the «teaching event» where teacher candidates videotape a lesson and analyze it in a series of lengthy essays.

Each path begins with a common focus of each type of course, includes a guiding inquiry question, proposes a set of examples from the archive for teacher candidates to examine and respond to in a particular sequence, and ends with possible extensions for further reading on this topic (to access these paths, sign in to http://23.21.225.52/ as «citeuser» with password «Sw@p2013» and click «Possible paths» on the Home page, or follow the links in the following section).

This model focuses on four key areas: (a) providing authentic supervised training and experience for teacher candidates and new teachers; (b) enhancing PK - 12 student achievement including diverse student populations, (c) serving as a site for professional development of teachers, and (d) supporting research and inquiry about teaching and learning (Clark, 1999; The Holmes Group, 1990; Love et al., 1996).

AACTE has selected 10 institutions to participate in the Association's first Networked Improvement Community (NIC), aimed at increasing the diversity of our nation's teacher candidate pool by focusing on recruitment of more Black and Hispanic men into teacher preparation programs.

The afternoon, focused on a discussion regarding PRE and Assessing teacher candidate's readiness to student teach and enter clinical experiences.

Although designing assignments is a common focus in English teaching methods courses (e.g., Smagorinsky & Whiting, 1995), teacher candidates often have fewer opportunities to see the results of those assignments and the consequences of particular design decisions.

Many universities (including my own) require teacher candidates to take a course that focuses on writing pedagogies and is separate from other English and education courses.

Missouri will also look for ways to incorporate a larger focus on urban education and working with diverse students into its teacher preparation programs and will attempt to expand the field experiences that candidates have before entering the classroom.

Prior to taking her position at LPI, Maria served as an Assistant Professor of Teacher Preparation and Professional Development in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, where her was focus was on preparing teacher candidates to identify and interrupt inequities in their clasTeacher Preparation and Professional Development in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, where her was focus was on preparing teacher candidates to identify and interrupt inequities in their clasteacher candidates to identify and interrupt inequities in their classrooms.

The second webinar will focus on preparing teacher candidates specifically for CCSS in secondary mathematics, offering a sequel to a major forum panel discussion held at AACTE's 66th Annual Meeting.

This video, produced May - June 2014, captures perspectives of the TeachOregon program after the first year of implementation It focuses on the experiences and opinions about the innovative practice of partnering college educators from teaching programs, established K12 teachers, and teacher students (also called «teacher candidates») to create an intensive teacher preparation program.

Mathematics Coordinator.5 FTE (100 % administration) CSMCE Faculty Member duties and qualifications — Focus on K - 12 mathematics education outreach and professional development Duties: The candidate will coordinate Nebraska Math & Science Summer Institutes program for graduate education and professional development for K - 12 teachers in mathematics and science, both on the UNL campus and offered on remote sites in partnership with Nebraska's Educational Service Units (ESUs).

Assistant Professor of Practice — Math Department Duties (Focus on elementary teacher preparation).5 FTE (90 % teaching, 10 % service) Typical load: 2 courses per semester Duties: The successful candidate will be expected to assume a leadership role with respect to the Mathematics department's courses for pre-service elementary teachers, maintaining a partnership with the Department of Teaching Learning and Teacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assiteacher preparation).5 FTE (90 % teaching, 10 % service) Typical load: 2 courses per semester Duties: The successful candidate will be expected to assume a leadership role with respect to the Mathematics department's courses for pre-service elementary teachers, maintaining a partnership with the Department of Teaching Learning and Teacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assiTeacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assistants.

As a result, many states, including my home state of Ohio, have committed to focusing on teacher preparation, attracting qualified teaching candidates, supporting and mentoring those individuals in the first years of teaching to ensure retention and provide teachers with a sense of value and purpose by creating Teacher Leaderteacher preparation, attracting qualified teaching candidates, supporting and mentoring those individuals in the first years of teaching to ensure retention and provide teachers with a sense of value and purpose by creating Teacher LeaderTeacher Leader roles.

Fortunately, three solid school board candidates seek to bring change, restore fiscal discipline to the district, focus on the needs of the students and give teachers the support they need to educate children.

However, they all prioritize intentional recruitment of highly qualified candidates, with a specific focus on diversifying the teacher workforce.

(4) A capstone experience in which action research or data - focused portfolios are used to make summative judgments about the quality of the teacher candidate.

Intentional recruitment requires a focus on finding diverse candidates with strong academic backgrounds and the characteristics and skills that indicate their potential as a future teacher.

Using a connectivist theoretical framework (Siemens, 2005), this study focuses on secondary teacher candidates (TCs) who completed, archived, and reflected upon 1 - hour Twitter chats (N = 39) to explore the promise and pitfalls in integrating optional Twitter chats as a professional learning and networking tool in a semester - long teacher education course.

These findings indicate that teacher candidates can move beyond using technology merely to motivate students and can instead focus on adopting technologies for specific, literacy - related purposes.

Participants will observe as teacher educators support candidates in preparing for and enacting field work with elementary students in mathematics (at SLI) and elementary and middle students in language - focused instruction (at SESLA).

As computational thinking (CT) is increasing in focus in K - 12 education, it is important to consider how teacher education programs may better prepare teacher candidates (TCs).

The program includes changes in teacher preparation that focus on improvements in candidates» content knowledge mastery, classroom readiness, and assessment literacy.

Her focus is on education, where the teachers unions have blocked meaningful reforms for years; protecting bad teachers from being terminated, promoting based on seniority instead of merit, taking over local school boards with hand - picked, union - financed candidates, attacking charter schools, prioritizing teacher compensation and job security over student achievement, and pushing a social agenda in front of academic fundamentals.