Sentences with phrase «as a lead teacher when»

In 2013, I held an entire summer camp History class as a lead teacher when the actual lead teacher had to bail out due to personal reasons.

Not exact matches

When we identify said preachers as false teachers leading both themselves and those who follow them to hell, when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7When we identify said preachers as false teachers leading both themselves and those who follow them to hell, when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7when we declare others as on their way to hell, and especially when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7when we warn them they are lost, we often hear these words (or the equivalent), «Judge not» (Matthew 7:1).

To make the point more strongly, I know of at least four priests who have come from families who were not practising when they were brought for baptism as infants, but who through the influence of a school, or priests, teachers or grandparents were led to strong and deep faith and then to ordination.

I can confirm that a strict fruitarian diet can certainly lead to low protein levels... as a strict fruitarian for a number of years (2 - 3 I estimate, but actually 5 if i count the time i ate minimal amounts of salad materials as well...), I had blood tests done at the end of this time and indeed my protein levels were low... Total protein was at 6.5 when the ideal is supposedly 7.5... And apart from this, my sports performance as judged by my teachers, was suffering (though I did not feel this in my own body — I was used to performing at that level and felt it as normal for me... and i was newer to the sport than a lot of them... i had great, better than most endurance... which was very satisfying... but apparently I just did not have the physical strength that others with less endurance may have had...) something which immediately improved as I added more protein to my diet....

Moreover, leadership and learning are important areas when it comes to people's beliefs; political, symbolic and business leaders have a major impact on our lives, as well as the school and university leaders, and — not the least — those who lead the learning that takes place in those organizations: the teachers.

Given the current test score fetishization, sophisticated tracking technologies like those employed by OHSU presages the day when every micro teacher and learner signal that can be captured will be quantified and standardized, leading to teaching as a paint - by - numbers activity.

Teachers must embrace their students» capacity to learn through leading when given the chance — as the previous posts in this series have suggested.

When children begin music instruction with teachers who use specific strategies to help them improve, the tangible evidence of their effort leads them to see their intelligence as changeable, not fixed.

On the other hand, the abuse of technology when students harass peers or educators or when teachers misuse computers leads to untold headaches for building level educational leaders and governing bodies as they strive to maintain safe and orderly learning environments.

However, as I reflected on what causes burnout, on times when I came pretty close to feeling burnout, and on times when I watched my colleagues burn out around me, I realized that many internal and external factors can lead to teacher burnout — some that teachers themselves can control and some that they can't.

This type of leadership emerges when teachers see interactions with colleagues as opportunities to make sense of practice accepting a mutual exchange of insights, with each moving between leading and learning according to their expertise.

They say the results of their study suggest arranging seating in a semicircle in primary school «could lead to equal opportunities for everyone in the class» but caution that, when it comes to student participation, factors such as teacher personality and their teaching style shouldn't be ruled out.

However, how we acknowledge this leadership and learning connection in terms of language remains a difficulty because who counts as this type of leader is always a tension when highlighting the collective rather than individual space in which teachers lead.

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.

When teachers implement the Approach successfully, students feel highly motivated and actively involved in their own learning, leading them to produce high - quality work and to grow as individuals and collaborators.

When we are immediate as teachers and truly care about our students and their learning we lead by positive example.

However, a structural quality element such as small class size can facilitate learning when it is paired with high - quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services, 2010).

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

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.

Let PE Teachers Play a Leading Role When it comes to social - emotional learning instruction, don't overlook the PE teacher as the one to take charge.

If for a moment we put aside other controversies and questions as alluded to by Mr. Polikoff and focus of the three components, summative being the last and arguably the most important, if school / districts are opting to implement only the last of the three, won't their students be at a disadvantage when compared to those whose teachers have employed the full range of SBAC assessment and guidance to tweak instruction throughout the year leading up to the summative assessments?

We hope the courts will also understand the importance of the 20,000 DACA teachers in public K - 12 schools who bring a unique set of skills to the classroom and serve as role models and navigators for students — especially students of color — who consistently perform better when taught by teachers of color, leading to better attendance, fewer suspensions and higher test scores.

Ms. Steadman joined the Brooke staff in 2004, when she served as a lead teacher, math teacher, and professional development coordinator.

The National Association of Headteachers said they would lead to unfair sacking of teachers, when children failed as a result of extenuating circumstances unrelated to the quality of education they were receiving.

When teachers build relationships with their students through strong emotional supports and high - quality teaching, it leads to increased cooperation and engagement in the classroom as well as fewer instances of exclusionary discipline.

Delaware, Florida, and Louisiana, as mentioned prior, «lead the nation when it comes to using teacher effectiveness data to inform other policies.

When Shelby Cosner was a young student - teacher in Iowa, a chance meeting with the superintendent led her to consider a future as a school leader.

At the same time, although the principal can not be the example and end - all of everything, so much research does support a building principal making a strong impact on student learning when he / she is the instructional leader (a «master» teacher who knows pedagogy well and can participate as a «master» teacher in a shared leadership approach leading, learning, and working cooperatively).

The report from the blue ribbon panel, jointly sponsored by state schools chief Tom Torlakson and the CTC, is intended to serve as a guide for developing a system that will lead to teachers who are consistently well - prepared and well - supported, and who continue to have opportunities to grow throughout their careers,» Torlakson said earlier this year when launching the effort.

Seeing how the grammatical errors made by these particular students are often rooted in the logic of their native languages and how a teacher who understands something about that logic and that culture can sensitively respond in context - specific ways may lead teacher candidates to develop cognitive flexibility as they wonder what other patterns in student writing (and their own) are the result of where they grew up and how they can take that into account when writing feedback.

What type of professional learning experiences lead to this kind of intense teacher commitment, as seen in this teacher's statement, to value all students even when it challenges established teaching patterns?

Difficult working conditions, low status, gender bias, and teaching in hierarchical conditions often prompt teachers to look for alternative work and / or resist any attempts to enhance increased professionalism — such as professional development — especially when teachers are not paid for extra hours or when they see professional development as not resulting in either improvements in their own practice or leading to promotion.

In the second year, when you are employed as a fully - licensed lead teacher, you'll broaden your knowledge by focusing on unit planning and incorporating literacy across content areas.

REVIEWS «When the Obama Administration decided to spend the billions it got for schools as part of the stimulus package to launch the Race to the Top program and the NCLB waivers, forcing many states to adopt teacher evaluation based on changes in student test scores, leading experts warned that this «value added» system did not have a reliable scientific basis and would often lead to false conclusions.

Induction programs have also been found to accelerate teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prteachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prteachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prteachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prteachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prTeachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the prteachers who were highly engaged in the program.64

• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart classroom instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out classroom activities • Assist students during lunch time • Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher

Assistant Teacher Lanier High School, Lander, WY 2008 — 2010 • Assisted in curriculum development and classroom instruction activities • Oversaw students concerning behavior and worked while the lead teacher was away • Managed class work material, equipment, and resources • Helped lead teacher in progress assessments • Counseled students as and when neTeacher Lanier High School, Lander, WY 2008 — 2010 • Assisted in curriculum development and classroom instruction activities • Oversaw students concerning behavior and worked while the lead teacher was away • Managed class work material, equipment, and resources • Helped lead teacher in progress assessments • Counseled students as and when neteacher was away • Managed class work material, equipment, and resources • Helped lead teacher in progress assessments • Counseled students as and when neteacher in progress assessments • Counseled students as and when necessary

RELEVANT EXPERIENCE The Tree School — Belen, NM Kindergarten Teacher Assistant March 2010 — March 2013 • Taught basic skills such as shapes, colors and numbers • Formulated rules for behavior and observed performance • Guided students individually and in groups • Created activities based on pre-defined criteria • Prepared and implemented remedial programs when necessary • Organized and led activities to promote physical development

PROFESSIONAL EXPERIENCE REGINA CHILD DEVELOPMENT CENTER, Susanville, CA (11/2010 to Present) Special Education Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating reports

Madison High School, Madison, WI May 2009 — Jan 2010 Teacher's Aide — History • Researched information for the lead teacher in order to plan lessons • Assisted in curriculum development and implementation • Helped in class instruction activities • Managed student records and take attendance when required • Administered history material for students • Supported students with class work and assignments as insTeacher's Aide — History • Researched information for the lead teacher in order to plan lessons • Assisted in curriculum development and implementation • Helped in class instruction activities • Managed student records and take attendance when required • Administered history material for students • Supported students with class work and assignments as insteacher in order to plan lessons • Assisted in curriculum development and implementation • Helped in class instruction activities • Managed student records and take attendance when required • Administered history material for students • Supported students with class work and assignments as instructed

However, a structural quality element such as small class size can facilitate learning when it is paired with high - quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services, 2010).