Sentences with phrase «teachers from around the district»

Not exact matches

moving abusive teachers around from school district to school district is so common in the profession that it is called «passing the trash».

Our teachers come from our local K - 12 districts (NUSD, FUSD, NHUSD), as well as various institutions of higher education around the Bay Area.

The school district responded with a statement saying, «The homework worksheet in question was downloaded from a website that allows teachers around the world to share educational resources.

A coalition of schools groups — ranging from the umbrella organization for the state's teachers union and the Council on School Superintendents — called for a variety of funding reforms for districts around the state ahead of next year's budget negotiations.

From the late 1990s to the early aughts school districts were putting in less than one percent of teachers» salaries, while teachers contributed around 3 percent because the economy was doing well.

Officials from several states criticized the scoring of the contest, which favored states able to gain support from 100 percent of school districts and local teachers» unions for Obama administration objectives like expanding charter schools, reworking teacher evaluation systems and turning around low - performing schools.

From offering child care to building tiny homes, districts are trying out a variety of ways to recruit teachers and keep them around.

The authors collected results from MET researchers around the country into a volume that will help school districts implement new evaluation systems that will enhance teacher performance and student achievement.

ePals, a free, online global learning community for K — 12 teachers and students that enables educators to find one another and protect children from unfiltered content, is already in use in many school districts around the country.

You will learn so much from just talking with colleagues about what projects and lessons they are using with their students.I teach at a summer program for gifted and advanced students, where I work with other teachers of gifted in the school district, and I always pick up new ideas and methods from hanging around them.

The Hechinger Report is investigating how professional - development funds are spent in the country's largest school system — New York City — as well as in other districts around the nation to see what we can learn from schools, districts and countries that excel at ongoing teacher training.

The MET project will enroll 3,700 teachers from a number of school districts around the country and will gather a variety of data, including videotaped teacher observations, student surveys, teacher surveys, and supplemental student assessments.

During the recent 2012 - 2013 APPR Conference held in Albany, 200 educators heard a panel representing school districts from around New York State share reflections on their experience in developing a working APPR agreement for teachers and principals.

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.

Beginning in the 2000 - 2001 school year, the district began using a range of variables around the promotion cutoff to make promotion decisions; recommendations from teachers and principals, for example, were then incorporated into the promotion decisions.

It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated by racial and other subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.

We believe in the importance of informed, empowered educators so we hosted a house party to bring together teachers from both charter and district schools in order to discuss the current state of the budget and to engage in a conversation around ideas to involve and inform more teachers.

After 39 applicants went home losers from the first round of the Race to the Top competition, many states regrouped and raised the stakes for round two — changing laws to revamp teacher evaluations, drumming up more support from districts and teachers» unions, and getting more aggressive about turning around low - performing schools.

An estimated 150 teachers, school administrators, parents and others from around the state came to the conference at the University of Washington Tacoma to learn about charters, which are public schools that permit significant decisions to be made at a school level, rather than by a school district or state officials.

Two academic researchers from the University of Southern California and the University of Pennsylvania looked at these value - added measures in six districts around the nation and found that there was weak to zero relationship between these new numbers and the content or quality of the teacher's instruction.

As a member of EPAC for the past two years, my responsibilities have included reading research studies on teacher evaluation programs around the country, learning about evaluation tools and ways to manage data, and collaborating with educators from pilot districts.

More than 100 elementary school teachers from around the Los Angeles school district gathered Monday at Theodore Roosevelt High School in east LA as one of the first group of instructors to learn how to use the Apple iPad, a key teaching device in the academic year that opens next Tuesday.

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.

The adults who work there often have a long record of poor performance, having bounced around from school to school until, finally, the teachers union and the district human resources department make a deal to assign them to an alternative setting, which serves as a kind of professional exile from the rest of the system.

He announced this week that he will fund every live request from Wisconsin teachers — nearly 700 projects from 140 school districts around the state.

When the district board and the superintendent fired Ballona High School principal Harriet Alonzo, it must have stunned anyone who had witnessed how her leadership had turned the school around.1 In just three years, from 2003 to 2006, with coaching from UCLA's School Management Program, Alonzo fashioned a leadership team of teachers who worked with her to transform Ballona High School from an academic failure to a smashing success.

Marysville teachers, officials share ideas on turning schools around (November 16, 2011) The Herald reported on the team of teachers, district staff and school board members from Marysville, Washington who traveled to the NEA Priority Schools Campaign forum in New Orleans.

National studies indicate that around 20 — 30 percent of new teachers leave the profession within the first five years, and that attrition is even higher (often reaching 50 percent or more) in high - poverty schools and in high - need subject areas.20 Studies of teacher residency programs consistently point to the high retention rates of their graduates, even after several years in the profession, generally ranging from 80 — 90 percent in the same district after three years and 70 — 80 percent after five years.21

He spoke about how there has been a rush to judgment and lack of collaboration in some schools around this issue, noting that though some districts have shifted codes of conduct away from extremely punitive measures, teachers didn't consistently receive the professional development they need.

He added that other urban districts around the country have made strides in assuring that teachers from one failing school do not end up in another failing school.

Earlier this month Mills Teacher Scholars presented at the Collaborative for Academic, Social, and Emotional Learning (CASEL) convening to district leaders from around the nation on adult social emotional learning (SEL) as a foundational component to integrating SEL and academic learning.

She said AF's teacher retention rate has hovered around 80 to 85 percent, which she said is not good but is not far from other school districts doing the same work.

District - level reform can not achieve its potential without a consensus around the reform strategy from the district leadership, the school board, the teachers» union, and a large majority of principals and teachers in a system, as well as activist District - level reform can not achieve its potential without a consensus around the reform strategy from the district leadership, the school board, the teachers» union, and a large majority of principals and teachers in a system, as well as activist district leadership, the school board, the teachers» union, and a large majority of principals and teachers in a system, as well as activist parents.

Watching videos from around the district guides district leaders to highlight common pain points, which can, in turn, drive professional development for teachers, principals, and instructional coaches.

Join educators and friends from around the Bay to learn how teacher leadership is driving instructional improvement in our districts and schools.

Demonstration project teachers served as facilitators for 40 district - level teams from around the state, who attended a conference designed to initiate professional development efforts similar to those developed by MELAF.

While clarifying the First Amendment rights of teachers, Connecticut's teacher unions should also join their fellow unions from around the country in making it extremely clear that the union will aggressively fight any efforts by a school district to harass, discipline or terminate any teacher who speaks out about a parent's fundamental right to opt their children out of the Common Core tests.

One of the largest studies ever conducted to try to understand what makes good teaching, the Methods of Effective Teaching Study led by Harvard University researcher Thomas Kane, analyzed 7,500 lessons taught by 1,300 teachers from six school districts around the country and had experts score their effectiveness.

After years of demand from schools districts around the country and Canada, we are finally ready to launch a comprehensive training program dedicated to teachers, school counselors, and educators based on the principles of Synergetic Play Therapy!