Sentences with phrase «what teacher candidates»

Major Forum: Examining Professional Practice: Evolving Notions of Beginning Teacher Competencies Defining what teacher candidates should know and be able to do can be challenging, particularly given the continually evolving understanding of what teaching and learning should look like in the current education landscape.

What Teacher Candidates Can Expect in a Teacher Interview.

Among the recommendations are expectations about what teacher candidates should be able to do:

Did you miss AACTE's webinar last month on what teacher candidates need to know about the intersection of educator dispositions, ethics, and law?

Not exact matches

In the final count for what had been a close battle for town council seats, incumbent R / C / I candidate Barbara Zell retained her seat with a final count of 1181, and former Onteora teacher Michael Boms, now at SUNY New Paltz, won a seat with 1118 votes.

Weingarten, former president of New York City's United Federation of Teachers, voiced a last - minute robocall supporting current lieutenant governor Hochul last September when the former Buffalo congresswoman faced what appeared to be a serious challenge from an anti-Cuomo insurgent candidate, Tim Wu, in the Democratic primary.

One of the candidates for her seat, veteran public school teacher Daniel Dromm, has already won the support of the United Federation of Teachers and says he will run no matter what.

What do the experts, national teacher organizations, and presidential candidates have to say about these tests?

EW: What resources (for example, administrative support, released time, courses specifically geared toward the process, an opportunity to work with other candidates, knowledgeable mentors) are most helpful to teachers working toward National Board Certification?

What I think is missing in teacher preparation is helping candidates develop a philosophy and practical strategies to harness the inner strength and resiliency to survive - and eventually thrive — under difficult conditions.

We are looking at our candidate pool to see how we can keep our own teachers in New Hampshire and what we can do to bring people to New Hampshire.

For some observers of the field, the relative leniency of states in reviewing their teacher - preparation programs is symptomatic of a general lack of agreement on what candidates should learn, and how they should learn it.

In this webinar, a scholar and a practitioner will outline the research on the minority - teacher population, the challenges faced in the recruitment and retention of such candidates, and what one district program has done to improve working conditions and professional development for teachers of color.

What if you could spot a top teacher candidate from an e-mail?

Equity - oriented Applicants: What do prospective teachers say about the achievement gap and does it make them more attractive candidates?

There's also a mismatch in what types of teachers are prepared and what school districts need: Colleges of education prepare far too many elementary teachers, and not nearly enough candidates for special education and high school math and science.

But candidates choose freely whether to become teachers, in full knowledge of what salaries they will receive.

What to know: One of Nebraska's key retention efforts involves the Attracting Excellence to Teaching Program (AETP), which provides a forgivable loan to teacher candidates for their education preparation program experience.

What can a district do — particularly one located in a remote, rural area — when there simply aren't enough teacher candidates to fill open positions?

Key questions will include: What new approaches are teacher - preparation programs using to attract candidates and better prepare them for the realities of the classroom?

In this author interview, Meghan Barnes discusses her article with Peter Smagorinsky, «What English / Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs.»

CEA County Forums around the state offer teachers an opportunity to meet CEA - endorsed candidates for elected office and share important information about what is going on in their classrooms.

As part of my work with the new MIT Teaching Systems Lab and our partners, the Woodrow Wilson Academy for Teaching and Learning, I've been thinking a lot about what it takes to prepare a teacher candidate for their first year teaching.

The summer 2018 and February 2019 conferences intend to emphasize what teacher educators do that is essential in connecting school - university contexts — from relationship building — to the one - on - one teaching we do with educator candidates and developing educators.

For example, a Skype session can be included weekly to allow teacher candidates to report what they have observed and ask questions.

The use of these reflective journals helped the teacher candidates analyze what they had experienced and make sense of the experience for their professional growth (see also Rudney & Guilaume, 1989 - 1990).

Conventional teacher and administrator training programs often engage candidates in simulations or learning circumstances that are nothing like what they experience in their daily work, thus robbing them of precious time with their students, and their own real - time improvement.

The completion of one cycle of experiential learning helped them gain a better understanding of VS, the key VS teaching skills, the VS teacher's responsibilities, and the role of technology in VS. It also helped the teacher candidates to address their preconceptions and misconceptions, which minimized their concerns about VS. What began with a motivation to acquire the required contact field experience hours ended with spurred interest in a potential career related to VS.

A mere four weeks is in stark contrast to what takes place in many university - based teacher preparation programs in the United States, which typically require at least one semester of student teaching, and sometimes a full year, before teacher candidates can obtain a teaching degree.

One of the teacher candidates remarked on the sense of community felt by participants in the workshop, «The best part was the unity and community and the love shown — everyone was really devoted to what was going on» (Andrew, Interview).

The teacher candidates in this study were less familiar with VS compared to the traditional format of schooling that they had experienced as students, resulting in preconceived ideas about VS, ranging from what courses were not possible with VS to the traditional roles of a teacher.

... I feel that VS will be around for a very long time and that people should become aware of what it exactly is... (Teacher candidate Heather, summative report)

What impact does the process of learning how to create digital video stories have on teacher candidates who are facilitating a shared process between middle school student learners and their VIPs?

The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates» understanding of VS through an examination of the participants» and a researcher's reflective journals.

What impact did the virtual early field experience have on the teacher candidates» response to VS?

As the university director of field experience, Mrs. Huey emphasized the importance of field experience: «It is a critical part of [the teacher candidates»] training of what it's like to be a practicing professional....

Teacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leTeacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leteacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based learning.

The difficulties that historically faced medical preparation programs bring to mind some of the questions currently being asked in education: What are adequate qualifications for teacher candidates, how to separate qualified from unqualified teacher candidates, what constitutes acceptable teacher quality, and what constitutes a quality teacher education progWhat are adequate qualifications for teacher candidates, how to separate qualified from unqualified teacher candidates, what constitutes acceptable teacher quality, and what constitutes a quality teacher education progwhat constitutes acceptable teacher quality, and what constitutes a quality teacher education progwhat constitutes a quality teacher education program?

Following this activity, we had an in - class discussion in which teacher candidates talked about what they thought the generalities would be.

As part of their final project, where teacher candidates investigated the presence of different geography concepts at our institution, they created a map documenting places that were representative of their concept at work (e.g., «What photographs could you take to represent that connection between gender and space on campus?»).

In addition, teacher education programs should give candidates an adequate number of what the Relay Graduate School of Education regard as «at bats,» instructional and management opportunities.

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.

Most research since 1995 about what English teacher candidates encountered in ELA methods courses centered on effective methods of teaching specific ELA content, developing an identity as an English teacher during the preservice period, and examining the methods course as a context or in the context of a larger program (Pasternak et al., 2014).

Since I am currently implementing the SWAP for the first time with teacher candidates, what follows are three examples of paths, or sequences of assignments, that demonstrate the potential uses of the archive in English teacher preparation courses on teaching methods, writing pedagogies, and linguistics.

Digital video allows both researchers and teacher candidates to identify and resolve any inaccuracies in lesson content or erroneous preconceptions about science that unintentionally convey ideas that could negatively impact what children learn.

In contrast, SWAP may help to prepare teacher candidates for what Kersten and Pardo (2007) called «finessing,» or meaningfully addressing an audience of increasingly diverse students while still meeting the requirements of standardized curricula and policies, as Mr. Weber did.

As teacher candidates read through Mr. Weber's students» personal narratives, without teacher comments, they face a decision about what to respond to in giving feedback:

His service to NBPTS also includes being a former member of the Teacher Leader Competency Framework Committee, co-author of the Alignment of the National Board Standards and Deeper Learning Student Competencies, co-author of the second edition of the NBPTS founding policy statement What Teachers Should Know and Be Able to Do, coordinator of National Board support for the Niles Township school district, and candidate support provider for the Illinois National Board Resource Center.

Of course, it is unclear what relationship these entry requirements might have with candidates» later performance as classroom teachers.

Accordingly, I posed the following question to guide teacher candidates» inquiry into the archive on this topic: What are the advantages and disadvantages of computerized grading?