Sentences with phrase «when teachers and other staff»

When teachers and other staff members win awards, go on study trips, get advanced degrees or achieve any else you would like to highlight, have them write a sentence or two explaining what they did and how it benefits students.

Not exact matches

Teachers and other staff in public schools are often moved from school to school when allegations emerge, rather than the school attempting to remove the teacher from the district.»

«Unfortunately,» Chavez told Education World, «this teacher is one who occupies my thinking when I am working on issues to present to staff, soliciting input, and other interactive tasks.

When I moved from the classroom to administration, I made a point of recognizing the star teachers and other staff with thank - you notes in their mailboxes.

Provide training on bullying for teachers and other school staff School personnel need training on recognizing the signs of bullying, knowing what to do when incidents happen, and learning how to prevent bullying.

When decision making about resources, chiefly personnel, is decentralized to the school level, the principal and other site - based leaders can further their improvement efforts by hiring teachers and staff with qualifications that match the school's needs.

With so little known about the efficacy of online credit - recovery courses, teachers and other onsite staff are in the best position to gauge quality and intervene when necessary.

Even though we are doing more and more all the time, administration hesitates to hire technology staff when teachers are being cut in other areas.

Assuming the principal is working productively with staff and other stakeholders on improving the school, more frequent changes in principals typically results in wasted energy, dissipation of scarce resources and considerable skepticism on the part of teachers that they will receive the support they need when the change process begins to confront the most difficult challenges.

In seeking funding for initial or ongoing costs, schools might consider calculating and sharing the savings in other costs — such as preventing costly, unwanted staff turnover — and productivity gains when teacher - leader roles lead to better staff retention and stronger outcomes for more students.

But when teachers or other staff use this strategy, it's important that they recognize the positive behavior, ask how it made the student feel, and tell the student the extrinsic reward is a reminder of that good feeling.

However, when educational leadership is viewed as collective, co-active relationships, administrators, teachers, parents, other district / school staff, and community stakeholders also populate that center stage.

This occurs best when schools adopt and practice effective shared leadership approaches that involve collaborations among teachers, support staff, related service specialists, administrators, and others at the district level.

The second thing that might be even more interesting: When revenues were growing in public schools, they had a preference for non-teaching staff, but when revenues were falling, they actually laid off teachers more than they laid off administrators and all other stWhen revenues were growing in public schools, they had a preference for non-teaching staff, but when revenues were falling, they actually laid off teachers more than they laid off administrators and all other stwhen revenues were falling, they actually laid off teachers more than they laid off administrators and all other staff.

Stephen Pinches, the institute's global director, said that allowing «teaching assistants, unqualified teachers and other classroom staff» to «make the jump to qualification» was good for the school system, particularly when delivered by top providers.

Parents at Haddon Avenue Elementary School in the Los Angeles suburb of Pacoima gathered some of the signatures they needed to trigger staff and other changes at the school, but they suspended their petition drive when administrators and teachers agreed to an in - district reform plan.

Principals, families, school staff, coaches, students (and others) understand and want to help teacher expand time and resources, even when they can not always do so.

When fully implemented, the TDS approach provides layers of support for teachers and other school staff through on - site and visiting staff.

When constructing a timetable for 1800 students and over 100 teachers with the emphasis on results in Maths, English and every other subject that make up the new performance measures, the reality is that anything that does not count is the last thing that schools and academies will staff.

When the LA Unified Board of Education meets on Tuesday, the first gathering time since the summer break, Superintendent John Deasy and his staff will present options for hiring more teachers, counselors and other employees — complete with price tags.

With training, teachers and other staff can learn to model healthy coping skills for their students and to be guides when feelings become overwhelming.

Because most ethnic minority students find comfort in knowing that their teachers, counselors, and other school staff are interested in their futures, they're often receptive to receiving support, especially when it means they will be better able to advance in the education system.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

It involves teachers, parents, school staff, and other stakeholders in preparing students and parents on what to expect when beginning school.

When consultation and intervention strategies implemented by Early Head Start and Head Start teachers and staff are not enough to address the impact of trauma on young children and their families, community partners and other resources may be necessary.

Although implicit biases are part of being human, teachers and other program staff are more likely to rely on them when they must make quick, stressful decisions.