Sentences with phrase «teachers want effective»

Teachers want an effective method for guiding their students through the Plan phase of project creation.

Teachers want effective classroom management to be a priority in their education.

Not exact matches

They understand a child's early learning starts at home with mom and dad and want to give parents the tools to be an effective teacher.

This interactive workshop is designed for teachers, counselors, school staff and administrators who want an effective discipline approach that integrates social and emotional learning while reducing challenging student behaviors.

What it is wanting for is reasonable ways for them to get from where they are to becoming an effective teacher.»

Teachers themselves want to better understand how changes they make to learning design and adaptive delivery can improve their own work and the majority of our students are much more sophisticated judges of effective classroom practice than ever before.

But if we truly want teacher evaluations to be part of an ongoing cycle of learning and growth, one that helps to cultivate great teachers, then effective policy has to address school capacity, particularly the capacity of traditional public schools.

Teachers can coach students to pick appropriate tasks for learning material, coach them to relearn material in a way that students want, and help them plan effective deadlines for work.

My work is to figure out, from a regional perspective, how to create these thriving and inclusive team cultures, where everyone feels that they can be part of an effective team that will create the outcomes that we want for our teachers and, in turn, create that ripple effect of what we want for students.

The following resource is the result of an enormous vision to supply teachers who want to be able to teach art in an effective way that enriches theory, practice and fun.

Regardless of the approach, all of the groups unabashedly acknowledge that some teachers are more effective than others and that even the best teachers want to keep improving their practice.

Why would we want to pay more to the least - effective teachers anyway?

We also want to ensure that our least effective teachers move out of the classroom to places where they are better suited.

Defining what it means to be an effective teacher remains a major hurdle for the Obama administration, which wants states to help teachers improve their skills, get rid of ineffective teachers, and identify and train effective teachers.

Lesson learned: Teachers can make do for a while without some things, but don't you want teachers to be as effective as possible from thTeachers can make do for a while without some things, but don't you want teachers to be as effective as possible from thteachers to be as effective as possible from the start?

I certainly was out of milieu, but still had things to say and to remind people about - about what teachers want to do, and need to do, and what kids want to do, and need to do, in order for both groups to be engaged and effective.

If we want highly effective PD, the teachers need to be there in body and mind.

«Effective music teachers need to understand multiple contexts,» she says, pointing out that many often become music teachers because they either had wonderful experiences or want to give back what they never had.

As a mentor, I feel that there is a fine balance to strike between structure and flexibility: We're working toward a common goal, which is to prepare teachers for the many challenges of delivering effective science education to a diverse group of learners, but we also want to respect the individuality of each teacher and nurture teachers so they can discover their own style and methodology.

What we really want to know is how to create effective teachers.

When you're using any measure — student achievement or a classroom observation — to infer whether or not a given teacher is effective, you obviously want to control for students» prior achievement.

However, the truth is, being a teacher (online or offline) or an author of didactical content is a profession, so there is a lot more to take into account when you want to deliver a cool and effective learning course.

So I think the «I do, We do, You do» is a really effective way... because what it does is it hones teachers» ability to focus on the I do — «I need to explain this really clearly because I want all the kids to get it».

Teacher teams can take a big step toward effective communication by naming what they want to hear and see in group conversations and what they don't want to hear and see.

According to its website, the Measures of Effective Teaching (MET) Project is «designed to find out the best way to give teachers the information and support they want.»

Teachers were spending hours on end manually creating, revising and recreating seating plans for each class, so I wanted to make this process more time - effective to free up our teachers» time tTeachers were spending hours on end manually creating, revising and recreating seating plans for each class, so I wanted to make this process more time - effective to free up our teachers» time tteachers» time to teach.

If states wanted the money, they needed to implement reforms to their education systems: build methods to assess the growth of students and the success of schools, to recruit and reward effective teachers, and to turn around the lowest - performing schools.

(We wanted to account for the fact that more effective teachers may choose to use particular textbooks.)

But while I certainly don't want to see effective teachers labeled ineffective, it would be a grave mistake to simply abandon teaching effectiveness measures.

«I want to know that the best teachers are sticking around, and if the minimally effective teachers are choosing to go elsewhere, I'm encouraged by that, too.

First, we wanted to know whether TFA recruits were effective teachers.

Seniority, tenure, bumping rights, LIFO — all of these policies make it easier for teachers to choose (and remain in) the schools they want and harder for administrators to assign them — especially the most senior and likely most effective among them — to schools where they might do more good in classrooms with more challenging (but needier) kids.

Providing incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.

If someone wanted to know the interpretation of an «effective» teacher in Washington D.C. all that would be needed would be to look at the characteristics of the new teachers that have been hired to replace the «defective» teachers with «effective» teachers.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

Whatever the relationships among teachers (and we desperately need to learn more about how these relationships play themselves out and how to help skeptical teachers accept the belief that even the poorest children in their classes can learn), the fact that not every teacher in the most effective buildings is classified as a most accomplished teacher should be heartening to reformers who want to increase learning and achievement in our poorest schools.

Collaboration is critical to effective professional development; there may be racial tensions among teachers that no one wants to talk about.

For example, a principal might want to retain an effective teacher, but an assistant superintendent of personnel might have a policy that no further teachers may accede to permanent («tenured») status.

His classroom was so effective that it was featured on Annenberg's Insights into Algebra Workshop Series and is still in use as a professional development tool for teachers wanting to improve their instructional practice.

If we really want to improve teaching, we should look to develop such models of effective evaluation rather than pursuing problematic schemes that mis - measure teachers, create disincentives for teaching high - need students, offer no useful feedback on how to improve teaching practice and risk driving some of the best educators out of the profession.

Misclassification is probably even greater than that described by Figures 1a and 1b because what we often want to know is how truly effective a teacher will be in the future, not how effective a teacher was at the time of measurement.

«I wanted a system that would make the assessment process more effective and efficient for my teachers.

If we wanted to push respondents toward Approach B, we could replace «invests» with «at the public expense» and employ additional shenanigans like the AFT poll did (e.g. - «choose the schools with the most enriching curriculum and most effective teachers»).

«I also wanted to make sure that disadvantaged students who don't have strong advocates to speak on their behalf will be assured of having a highly effective teacher in their classroom every year.»

Filled with specific examples of effective purpose statements, assignments, and tests across grade levels and content areas, The Purposeful Classroom is essential reading for all teachers who want their students to truly understand what they are learning and why.

He also wants to expose what he says is Virginia's broken promise to begin using the data to evaluate how effective the state's teachers are.»

Are you a highly effective teacher who wants to reach more students and advance in your career without having to leave the classroom?»

If we want teachers to make effective data - driven decisions, they should have easy access to all the data they need.

Schools Chancellor Dennis Walcott appeared torn on the issue when he spoke to news channel NY1 about it: «My bottom line is to make sure that we have effective teachers in front of the classroom, we have a comprehensive view of what those teachers are doing... but at the same time, I don't want our teachers denigrated, I don't want them stereotyped.»

Amy, an elementary teacher, wants to be an effective teacher for the five English learners in her class, but she feels her preservice program and the district workshops she attended did not prepare her to work with them.