Not exact matches
Unfortunately, most districts and unions
across the state set the bar so low that nearly 60 % of
teachers got the highest rating
when only a third of students read and do math at
grade level.
They are especially important for young men
when one considers that the percentage of 6th -
grade teachers who were female ranged from 58 to 91 percent
across four core subjects (math, science, reading, and history).
We should not leave it up to the students to accidentally stumble upon connections
across disciplines, as my eighth -
grade history student did
when she realized that two of her
teachers were independently teaching her about the Mayan civilization.
When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our
teachers and administrators
across the curriculum and
grade levels.
Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests
across all proficiency levels,
grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the
teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help
when needed.»
While not universal
across all
teachers, there is a definite trend, in the most effective schools, for
grade 1 and 2
teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words
when they encounter them in everyday reading.
In
Grading and Group Work, assessment expert Susan M. Brookhart offers practical advice and examples
across grade levels and subject areas to help
teachers answer, How do I assess individual learning
when students work together?
When teachers work together to examine student work and analyze classroom lessons, they figure out collectively what works and what doesn't, and they build a culture of learning
across grade levels in elementary school s and within departments in secondary school.
Unfortunately, most districts and unions
across the state set the bar so low that nearly 60 % of
teachers got the highest rating
when only a third of students read and do math at
grade level.
«Inequitable school funding means that my students, and many
across Connecticut, are shortchanged
when it comes to classroom resources and access to experienced
teachers, which widens the achievement gap and perpetuates the cycle of poverty in our state,» said Margaret O'Connor, a tenth -
grade civics
teacher at Central High School in Bridgeport.
When teachers —
across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.
Curious Grade for
Teachers: Nearly All Pass Across the country, education reformers and their allies in both parties have revamped the way teachers are graded, abandoning methods under which nearly everyone was deemed satisfactory, even when students were falling
Teachers: Nearly All Pass
Across the country, education reformers and their allies in both parties have revamped the way
teachers are graded, abandoning methods under which nearly everyone was deemed satisfactory, even when students were falling
teachers are
graded, abandoning methods under which nearly everyone was deemed satisfactory, even
when students were falling behind.
Today, with a budget approved that includes at least a temporary respite on the harshestimpacts of the state's class size controversy, school districts
across the state may still face packed classes in
grades 4 - 12, the loss of planning periods for
teachers or major job losses next year
when more stringent class - size regulations are scheduled to take effect.
The story of the book Interactive Writing
Across the
Grades: A Small Practice with Big Results, PreK - 5 begins over twenty years ago
when Kate was a new
teacher.
My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist
across teacher - level estimates, but it certainly occurs
when teachers are non-randomly assigned highly homogenous sets of students who are gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in
grade prior.
In this inaugural post of The Neighborhood, five classroom
teachers from
across grade levels discuss what happens
when students teach each other using video.
When executed well, this process dramatically increases students» understanding of new information
across content areas and at every
grade level, which makes it a strategy that all
teachers can use to great benefit.