Sentences with phrase «teachers value school»

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A school in a democracy of worth is founded on the premise that there are values of truth and right, not of human determination, to be sought and served, and that teachers, though never fully in possession of these values, are the appointed custodians and mediators of them to the young.

Vocational advisement, if it is to be of real educational value, should consist not in one or a few interviews on entering or leaving school, but in a continuing dialogue between the student and his parents and teachers in all fields as well as with professional guidance officers.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioning.

Because of the strength of the shared values of the teachers and the close working relationship between teachers and parents, these schools are usually free of the more negative aspects of the youth culture.

Neither the schools nor the teachers have felt unfairly pressured to give up distinctive values or pedagogical methods in order to receive state assistance.

For if we, the teachers, can't fit the forcibly divorced domains of real fact / imaginary value, actual causes / fanciful ideals, feeling / form, concrete / abstract, together, how do we expect our students, shuttled between worlds without transition as they flow between classrooms through school corridors, to do the job?

As well, despite attending Catholic schools, the indoctrination factor was minimal; apparently, looking back my particular school was one of the first to fall under the shadow of those encroaching secular values... less habits and collars, more suits and cute young teachers to have a crush on

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7 - 12.

I spoke with several other students that I personally trained at the Honor Council's first ever Integrity Day about defining success in qualitative rather than quantitative ways, organized presentations for parents in the local community, wrote brochures explaining of the program for the teachers, and held discussions about how Challenge Success ties into Jewish values at my Hebrew School.

I'm sending my oldest to public school and it was a hard decision because my values lie elsewhere, but so far, minus a couple glitches I have worked out with her Kindergarden teacher already, so good.

Our Trustees are a group of up to fourteen voting members including parents, teachers, and outside community members dedicated to the mission and values of Marin Waldorf School.

For example, the school's science teacher started using class time to introduce one new salad bar fruit or vegetable at a time, helping students understand the value of each item.

Teachers, students, parents, school nutrition professionals, custodians, and administrators saw the value in the program, which delivered on its promise to increase participation at breakfast.

But passing a law that gives schools and teachers the legal right to judge a parent's participation (and, by extension, parenting skills and values) is absolutely not the answer.

Parents, teachers, board, and administration work together to support the mission, vision, and values of the Halton Waldorf School.

In four short years I switched schools three times in hopes to find a school where teachers were trusted and treated fairly and kindly, where administrators valued longevity and commitment.

Am no food nazi, but have been a teacher & a volunteer in the cafeteria long enough to see that carefully packed healthy lunches & even the minimally standard nutritive valued school lunch tray offerings are both NEGATED by kids «choosing» to fill up on the empty calories in shiny packages.

Communicate your values to the school's teachers and principal.

A real - time electronic poll of BME teachers attending the seminar found that: 78 % do not think the work and contribution of BME teachers is recognised and valued by schools; 58 % do not think treatment of BME teachers has improved in the last decade; Only 36 % feel outcomes for BME pupils have improved in the last decade; 98 % feel that racism continues to be a serious problem in the UK today; 53 % do not see themselves still being in the teaching profession in the next five years, with 31 % saying they are planning to change career and the rest saying they plan to retire or take a break from the profession.

The NASUWT, in partnership with the GMB, UNISON and Unite is campaigning with school and college employers to value teachers and support staff.

We need to bring common sense to Common Core because New York is wasting too much time and money stressing children out to prepare for these tests which are of questionable educational value instead of focusing on supporting teachers so they can do their job and teach children what's really important,» said Assemblyman Jim Tedisco, a former public school special education teacher and guidance counselor.

If you were a local school board member would you like to enter into a teacher removal legal proceeding knowing (1) Pearson's tests are flawed, (2) NYSED's use of test results is inappropriate, and (3) major professional groups like the American Statistical Association have stated that value added measures can do great harm?

And in order to foster talent, we're planning to give schools more freedom to set their own pay structures, giving the teachers who add the most value the biggest rewards.

«Voters showed they value public education, support their local schools and recognize that teachers and other employees have, too, sacrificed in order to preserve programs and jobs.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

«Despite the efforts of teachers and pupils, the value of this year's test results will be poured over and questioned and schools face the prospect of being held to account unfairly on the basis of this year's results data.

«Ofsted must now take this opportunity to engage with teachers and school leaders to ensure that inspection can be reformed further so that it accurately reflects the full value that schools add to the quality of children and young people's lives and their future prospects.»

But teachers in community schools frequently have these too, and the values and successes of community schools are too often underestimated.

Religious schools tend to have a religious ethos, and their teachers do often have an enviable confidence in their moral values and invaluable moral support from parents.

The researchers say the findings point to the value for schools of recruiting and hiring more teachers of color.

In recent years, 14 states in the U.S. have begun assessing teachers and schools using Value - Added Models, or VAMs.

«The teacher who is good for me can be bad for someone else; it depends on the student's values, needs and approaches to schooling.»

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

This three - year partnership with a school or organization puts one of our teachers into a school to form unified relationships and an understanding of the values and practices of yoga.

Sadanand has been a teacher of the «Values in World Thought» program at Mount Madonna School for 28 years.

The school has been facilitating Pure Edge mindfulness - based practices, such as «brain breaks,» which offer an oasis for kids and teachers, allowing them to foster self - value and resilience.

A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps others to acquire knowledge, competences or values.

02 «Value,» the sixth episode of Donald Glover's extraordinary first season of Atlanta, opens with an extended showcase scene of friendly rivalry between the luminous Zazie Beetz (as long - suffering public school teacher Van) and one - episode wonder Aubin Wise (as her childhood pal, now an «Instagram escort»).

Schools would have to contribute value - by providing teacher training, services, or research that created demand and attracted support - or face significant cutbacks.

Some school leaders and classroom teachers may not believe in the value of independent, for - pleasure reading, or that kids can read for as long as they truly can.

The toolkit includes lesson plans, teachers» guidance on immigration, and films and activities exploring the theme of belonging to help enrich school values including empathy for others and respect for diversity.

The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.

In response, a number of reform efforts are focusing on creating small schools or schools within schools where students are known and valued as individuals by other students as well as by teachers and staff.

Ever since the Learning Outside the Classroom (LOtC) manifesto was launched in 2008, highlighting the powerful educational value of school trips, when asked whether the benefits of taking pupils on educational visits outweigh concerns over cost and safety, teachers and instructors have always answered with a resounding «yes».

For example, in a forthcoming analysis in three school districts where it was possible to track teachers» student achievement growth over many years, Doug Staiger and I found that of those teachers who were in the bottom quartile of value - added in a single year, 55 to 65 percent were in the bottom quartile over their careers and 82 to 87 percent were in the bottom half.

In the ASG survey, 84 per cent of parents said they felt their child's school values their involvement in their child's learning and 83 per cent attend parent - teacher interviews and consultations.

«Teacher retention and a reward systems that values staff rather than penalising them are key to the long term and sustainable success of a good education system and more Trusts, as well the Secretary of State, should take note of the approach introduced at TSAT schools.»

Extended day and year, a relentless focus on academic achievement, value - added evaluations for teachers, data - driven decision - making, and others were scooped up by schools impelled to keep up with the Joneses» College Prep.

And a Mathematica study is due out soon studying the impact on student achievement when high value - added teachers were offered bonuses to move and randomly assigned among a set of schools that had volunteered to hire them.