Sentences with phrase «teachers within a school district»

Teachers within a school district, or within a school, could be evaluated differently because new state standards only apply to certain subjects.

Not exact matches

While it's unlikely that a tenured teacher can be fired, he can be taken out of the classroom and transferred to a non-teaching position within the school district.

«Most importantly, we note with grave concern the lack of teachers in the various schools within the district.»

Two other studies — one involving 79 pairs of teachers in Los Angeles (which I wrote with Douglas Staiger) and the Measures of Effective Teaching study involving 1,591 teachers in six different school districts (which I wrote with Dan McCaffrey, Trey Miller and Douglas Staiger)-- randomly assigned teachers to different groups of students within a grade and subject in a school.

The driving force of this relationship is not teachers» leaving urban districts for suburban ones; on the contrary, most of the difference in leaving rates between these types of schools is caused by teachers moving to new schools within their original district.

We can gain further insight into the factors associated with teacher mobility by examining the pre - and post-move school characteristics for teachers moving to a new school within the same district.

What resources are available for teachers within the school and district in terms of materials, books, etc. for the classroom?

Districts hiring TFA or VIF teachers are making a trade - off between faster student growth and more stability within their schools.

Some state funding policies explicitly assume certain school structures: a specific number of students are expected to be in front of teachers within schools that have principals within districts that each have a superintendent.

On most matters, charters and district schools are equally varied, but we do see greater variation within the charter sector in parents» satisfaction with school location and teacher quality.

Districts could address within - district inequities in lots of ways — they could offer higher salaries to teachers in poorer schools, they could have lower class sizes in poorer schools, or they could expand other services within poorer schools — but local teachers» union contracts often prohibit all of these policy options.

Districts and charter schools have begun to embrace Public Impact's vision of an Opportunity Culture, creating pilot schools that use job redesign and age - appropriate technology to extend excellent teachers» reach, directly and by leading other teachers, in fully accountable roles, for more pay — but within budget.

The schools attracted more than 80 bids in total, about half coming from within the district, including area superintendents, teacher confederations only sometimes involving union activists, and the mayor's own partnership school organization.

Embracing a «risk - taking» posture, members of the nation's two teachers» unions have endorsed proposals that encourage their affiliates to engage in widespread experimentation within schools and districts.

When the National Council on Teacher Quality looked at turnover within Miami - Dade County Public Schools, they found significant disparities even within the same district.

Berg encountered an approach called the «jigsaw method» as a first - year teacher during a special training session in another school within her district.

In the words of an Education Week reporter, «Both national unions have endorsed the charter idea within fairly narrow limits, requiring district control over the schools and collective bargaining for the teachers within them.»

Likewise, although a given district need not allow its best teachers to transfer from low - income to high - income schools within their own district, they can not bar those same teachers from moving to neighboring school districts or to private schools.

In the current system, teachers unions tend to compress wages within a school district so that teachers with the same seniority and the same degree are likely to receive similar (if not identical) salaries.

The move to promote a schools chief from within the system came despite suggestions from some, including Adam Urbanski, president of the Rochester Teachers Association, that the board should have conducted a national search for a permanent leader for the district's innovative experiments in teacher accountability and higher pay.

The 12 administrative subdistricts within the Houston school district hired teacher trainers to provide continuing support, working with teachers individually (in their classrooms) and in small groups.

His concept was focused within districts and on existing schools and designed to give teachers a key role in creating new programs and departments within them.

Second, many costs that businesses might view as variable are in essence fixed within schools and districts because of regulations and teacher contracts.

A leadership academy program allows teachers to take courses required for certification as administrators within the school district.

Common Core, teacher - evaluation reform, new CBAs, technology, schools within schools — the list goes on endlessly — all of these do nothing to alter the urban district's role as dominant - default school operator.

But, third, it should be made crystal clear [by the federal government] that the use of all such materials will be completely voluntary for states and, we would argue, for districts within states, schools within districts, and teachers within schools.

Because many of the schools on our list occupy distinctive niches within their local communities, districts, or states, we were also curious whether their teachers are fully subject to the provisions of collective - bargaining contracts.

Missouri's pension boundaries would make it practically impossible for high - performing school districts to operate a program, run a school, or loan teachers within the Saint Louis or Kansas City boundaries, just as state pension boundaries would make it impossible for schools to effectively work across state lines.

This last point is an especially important consideration as more online instruction is done by teachers from within the school districts.

He explains today there are many types of lesson study activities in terms of the context, focus and size — intra-school (in elementary schools and some secondary schools), within whole school districts or cities, at a prefecture level and national events where thousands of teachers visit a school to observe and discuss.

During our analysis period, roughly 15 percent of teachers in our data switched to a different grade within the same school from one year to the next, 6 percent of teachers moved to a different school within the same district, and another 6 percent left the district entirely.

Virtually every school district in the nation possesses the authority to fire ineffective teachers within their first year or two on the job, without much difficulty.

Management had to operate within the framework of the district's collective bargaining agreements with its union employees, and teachers were allowed to transfer to other schools within the district if they wished.

By using data from the Illinois State Board of Education Teacher Service Record (now known as the Employment Information System), Bellwether was able to explore patterns in supply and demand, diversity, and staff retention across Illinois schools and within specific districts.

Research has shown that teachers and salaries are inequitably distributed within school districts, but the...

First, it explains that by helping to insulate teachers from backlash or retaliation, the challenged statutes allow teachers to act in students» interests in deciding when and how to present curricular material and to advocate for students within their schools and districts.

Loeb said she found a correlation between greater student attendance and higher individual teacher quality based on evaluations within the school district.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Abstract: This article analyzes the impact of classroom characteristics and opportunity wages on four possible labor market choices of teachers in Florida: remaining at their present school, switching schools within a school district, changing school districts, and leaving teaching.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Together, PASA, the Providence Public School District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experiSchool District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experischool day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experischool credits for high quality out - of - school experischool experiences.

This study investigates how district administrators, school administrators, pre-K — 3 teachers, and bilingual first graders within a school district serving Latinx immigrant families think about the role of agency in early learning.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

The report's author, Wellesley College economics professor Eunice S. Han, looked for empirical evidence of the effects of strong teacher unions from about 4,600 districts — a third of U.S. public school districts — which included approximately 37,200 teachers within 7,500 schools.

A recruitment process for new teachers that is much less effective than it might be does not result in the school district losing students or revenue, at least not within a time span or through a series of events that would make the connection discernible.

In fact, teachers» grading standards often vary as much within a single school as within the school district as a whole.

Within the California schools and districts — superintendents and district employees tend to be covered by Social Security, whereas classroom teachers tend to be uncovered.

Curriculum, therefore, is generally left to districts, which frequently leave it to individual schools and often to individual teachers or departments within them.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

For instance, during the 1997 - 98 school year, the district - wide standard deviation in teacher - level grading standards was 0.68, while the mean within - school standard deviation in grading standards was 0.60.