Sentences with phrase «about teacher credentials»

I went to a For - Profit school that provided no true education, lied about job placement numbers, lied about teacher credentials, charged for classes never taken, «refunded» money I was never given, took out extra loans in my name without my knowledge etc..

(Some schools save you the trouble by putting information about teacher credentials right in their brochures.)

Education reformers don't care about teacher credentials or experience, because some economists say they don't raise test scores.

Not exact matches

Mr. Kane later got a big surprise: a summons to meet with one of the richest men in the world to talk about the paper, which showed that teachers» on - the - job performance varied widely and had little to do with their credentials.

The most commonly used national data file, the Schools and Staffing Survey, includes a survey in which roughly 42,000 public school teachers were asked about their education backgrounds and teaching credentials.

Beyond the fact that large numbers of high - school teachers are teaching subjects in which they have neither a major nor a minor, even teachers who do have strong academic credentials are often clueless about how to teach their subjects to students from diverse backgrounds and abilities.

Although about 60 percent of today's K — 12 teachers have a master's or specialist's degree, these credentials generally have little impact on work routines or the scope of an individual's responsibilities.

Estimated teacher hires for the 2015 — 16 school year increased by 25 percent from 2014 - 15, while preliminary credentials issued to fully prepared new teachers increased by less than 1 percent in the previous year, and enrollment in UC and CSU teacher preparation programs increased by only about 3.8 percent.

For example, there are still legitimate debates over whether the state government or independent schools should make final decisions about the measures used to define school quality and the credentials teachers should possess.

Data on initial teaching credentials in recent years (2010 - 2013) from Title II suggest that the numbers in Figures 1 and 2 are about 15 % higher than the true number of newly credentialed teachers.

Similarly, San Jose will need to hire at least 40 teachers with intern credentials this September, about a dozen more than for the past school year.

About one - third of the credentials issued by the California Teacher Credentialing Commission this past year were for teachers on the equivalent of emergency permits, who lacked training for their assignments and were not in any structured preparation program.

The percentage of uncertified teachers skyrocketed: in 1995, about 1 in 50 California teachers lacked full credentials, compared to 1 in 7 teachers four years later.

In 2015 - 16, preliminary credentials issued by California's Commission on Teacher Credentialing stagnated at about 11,500 a year.

In response to these changing demographics, schools are sending teachers to workshops about culturally inclusive classrooms and curricula and demanding teachers get special credentials to serve students who don't speak English.

Teacher certificates earned at a SUNY authorized charter school will still only be good for teaching at another SUNY authorized charter school, so it is an open question about whether or not this will be a large pipeline for charter schools who are still held to state requirements that a large percentage of their teachers hold valid teaching credentials and are seeking to bypass that by doing it in house.

I am writing about keeping teachers in the classroom in nyc by paying teachers higher salaries thoutere are teachers who have the same credentials and are not paid accordingly the bd of ed get more than the teacher who worked in childcare with the same credential possibly same amount of years working also the support team such as the asst teacher salary are much lower than the paraprofessional in the bd of ed salaries should be the same in this profession teachers stay because of the children they care about.

The authors suggest that the literacy coach begin by connecting a new initiative to current practice to validate teachers» prior efforts, choose generative practices that raise important questions about teaching, establish teaching credentials by spending significant amounts of time teaching in the classroom, focus teacher training on student learning, use a repertoire of coaching strategies, and get into the habit of regularly videotaping and reviewing lessons and demonstrations.

And there is a perennial debate about whether the state should support private schools that are mostly religious, do not require teachers to hold credentials and are not required to meet minimal performance standards.