Sentences with phrase «among teachers within their schools»

These average differences, however, mask instructional variation among teachers within schools.

It also fosters conversations and professional community among teachers within a school, and helps establish the teacher leader's credibility as a leader.

We explore whether districts that offer different types of financial incentives to teachers tend to have greater diversity among teachers within their schools.

In addition to instruction, the PDs included time for collaboration among teachers within schools, as well as across schools by subject area and content.

However, the study tests for confounding only among teachers within a school.

Not exact matches

The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.

A consistent focus on student engagement within and across AL projects at CPAHS has been influenced by Munns, Sawyer and Cole's Teachers for a Fair Go3, an action research project on student engagement among low - SES primary school students in Sydney's South West.

As importantly, it appears that existing survey - based measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the effectiveness of schools, teachers, or interventions in cultivating the development of those skills.

And we need to collaborate more broadly: within the entire school community, among teachers, paraprofessionals, school counselors, bus drivers, school nurses and administrators; schools with parents; schools with community partners.

So, it is frustrating to discover within this survey, posted on the website of the School Choice Campaign, a flagship project of the Centre for Civil Society to bring about reforms in schools in India, a high rate of attrition among teachers in the developing world, which averages about 19 % across the countries studied.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

It can also be among teachers, among courses, among delivery options, among instructional strategies, among programs, and among schools - within - schools.

In this section, we look across all four of the previous analyses (school - level analyses of reading program characteristics, the practices of teachers within levels of school effectiveness, the practices of accomplished teachers independent of schools, and relationships among variables across schools and classrooms).

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).

Section 1.2 focuses more narrowly on relationships among actors within schools, examining leadership shared by principals and teachers as it may affect classroom practice and student learning.

Important characteristics of school culture include a caring atmosphere, significant family volunteering, and a supportive environment for teachers «work.158 Widespread trust among participants promotes collaboration within schools and communities.159 Parental involvement benefits students, particularly; it also seems to benefit families, enhancing their attitudes about themselves, their children «s schools, and school staff members.160

Because parental involvement is linked to student achievement by correlation, we assert that teachers and principals can play a role in increasing student learning by creating a culture of shared leadership and responsibility — not merely among school staff members, but collectively within the wider community.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Since the most effective professional development is that which is targeted to specific challenges teachers confront in particular settings, collaboration within the school among administrators, teachers, and school staff is critical.

Schools serving students from lower socioeconomic and diverse linguistic backgrounds experience retention problems among teachers and administrators, and often transiency within the student population as well.

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

More time in school — A common concern among teachers is that there simply isn't the time within the school day to plan with peers.

How might you celebrate reflective growth — as a whole school, within departments, or among individual teachers?

We believe that teachers are among the strongest levers for transformative change within schools, and we view them as both leaders and classroom designers.

Among other things, Fraisse said appropriately trained evaluators can identify ineffective teachers within two years if the school district's human resource plan is working properly.

Many elite colleges and universities no longer offer undergraduate teacher preparation programs, and many teacher preparation programs are housed within less selective colleges.5 Nonetheless, the academic profiles of teaching candidates in regional comprehensive universities are high relative to other programs offered in those schools.6 Furthermore, many teacher preparation programs do not have admission criteria beyond those of their home institution, and only have access to a pool of candidates already admitted to the overarching college or university.7 For these reasons among others, the average SAT scores of students going into education have historically been lower than those of their peers entering other professions, although there is some evidence that this is shifting.8

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools.

Some teachers are very skilled at some of this, so what we try to do is recruit from among the faculty eight to ten people that we then train as facilitators and coaches, so that as people are learning new knowledge and skills, their home grown facilitators are working with their colleagues within the school when we're not there.

Among elements such as a well - articulated curriculum and a safe and orderly environment, the one factor that surfaced as the single most influential component of an effective school is the individual teachers within that school.

Education specialists identify school climate as the sense of acceptance, safety, and contentment experienced among both teachers and students within a school setting (Freiberg, 1998; Peterson & Skiba, 2000; Marshall, 2004; Jones, Yonezawa, Mehan, & McClure, 2008).

As a result, my initial research question was, «How can I hone my leadership skills through the facilitation of collaborative dialogue among teachers to strengthen collegiality and build community within a newly formed parent - participation elementary school?»

In addition to fostering the professional development of previously certified early childhood teachers, this program will also serve as a bridge among schools and community agencies and will provide the educational experiences to nurture educational leaders who will work within and across these areas.