A good deal is known about relationships
among teacher absence, relevant policies, and management practices.
Not exact matches
National Union of
Teachers (NUT) general secretary Steve Sinnott also praised the results, which come just days after the Confederation of British Industry (CBI) warned of an
absence of basic numeracy and literacy skills
among school leavers.
The
absence of reading - focused curricula, a lack of appropriate reading materials and
teacher training, and limited awareness
among parents and
teachers of the importance of reading have created significant challenges.
The critiques are many, including that
teacher evaluation does not: measure
teachers accurately with its drive - by observations by principals and third parties; take into account
teachers» varying roles and working conditions; reveal measurable differences
among teachers (
absence of actual differences would make the profession unique on planet Earth); lead to better professional development; and more.
One study found, for example, collusive behavior
among teachers in one school as an explanation for its consistently high
absence rates relative to rates found in neighboring schools.
Among the cases deemed valid, we find suggestive evidence that students taught by TFA
teachers in elementary and middle school were less likely to miss school due to unexcused
absences and suspensions (compared to non-TFA
teachers in the same school), although point estimates are very small.
• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the
teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague
teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead
teacher in case of leave or
absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction
among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and
teachers to discuss progress • Track record of providing excellent
teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students