Sentences with phrase «as on the academic progress»

Not exact matches

Although many posts focus on biotech, it contains great content on how to brand yourself as a scientist, extend your network, get exposure, and progress in academic careers.

The survey also found that the situation grew worse as careers progressed: the more time Ph.D. holders spent on short - term contracts during their academic career, the shorter their contracts became.

As well as the core tasks of overseeing copyediting, proofreading, and putting issues together, a great deal of my time is spent communicating with authors, freelancers, typesetters, printers, academic editors, and internal colleagues: answering their queries, dealing with any problems that arise, supplying feedback, reporting on progresAs well as the core tasks of overseeing copyediting, proofreading, and putting issues together, a great deal of my time is spent communicating with authors, freelancers, typesetters, printers, academic editors, and internal colleagues: answering their queries, dealing with any problems that arise, supplying feedback, reporting on progresas the core tasks of overseeing copyediting, proofreading, and putting issues together, a great deal of my time is spent communicating with authors, freelancers, typesetters, printers, academic editors, and internal colleagues: answering their queries, dealing with any problems that arise, supplying feedback, reporting on progress.

As the participants moved on to high school, researchers continued to survey the students about their drug use and academic progress.

All schools will use chronic absenteeism as an indicator of school quality; high schools will also be judged on two other indicators involving 9th grade academic progress and high school completion

So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on test scores and feel some confidence about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.

I examined variables such as salary, years of teaching experience, whether teachers planned to stay in teaching for the next few years, the number of hours per week (on top of required hours) that teachers spent on activities related to their students» academic progress, and the number of hours that they spent on their students» extracurricular activities.

The kind of data schools are likely to collect, and therefore need to be wary of, include personal data on members of the school community, including names, addresses, contact details, legal guardianship contact details, disciplinary records; academic data such as class lists, progress reports; professional records of employment history, taxation, national insurance records and appraisal records.

A near majority (47 percent) of the American public favors paying teachers, in part, based on the academic progress of their students on state tests, about the same percentage as in 2007.

To assess public support for this policy, commonly known as merit pay, the survey asked respondents in 2009 whether they favored «basing a teacher's salary, in part, on students» academic progress on state tests.»

We wouldn't necessarily expect CTE students to show as much academic progress as their peers in traditional high schools because they are spending less of their time on academics!

Raise the bar by ensuring that every Pell Grant recipient has access to a minimum of 20 hours per week of on - campus employment: they will gladly work to earn the support, and increased college contact has positive benefits for their academic progress as well.

Known as the CREDO study, it evaluated student progress on math tests in half the nation's five thousand charter schools and concluded that 17 percent were superior to a matched traditional public school; 37 percent were worse than the public school; and the remaining 46 percent had academic gains no different from that of a similar public school.

Four Connecticut schools were designated as National Blue Ribbon Schools for 2014 based on their overall academic excellence or their progress in closing the achievement gaps.U.S.

After collecting a century's worth of academic studies, summer - learning expert Harris Cooper, now at Duke University, concluded that, on average, all students lose about a month of progress in math skills each summer, while low - income students slip as many as three months in reading comprehension, compared with middle - income students.

One study, by Tom Loveless of the Brookings Institution, predicted that the standards would have little or no effect on academic achievement; he noted that «from 2003 to 2009, states with terrific standards raised their National Assessment of Educational Progress scores by roughly the same margin as states with awful ones.»

The newsletter now has an expanded focus: the range of new California academic standards — from the Common Core standards in English language arts and math, to the Next Generation Science Standards and the history - social science standards — as well as how schools will be held accountable for measuring their progress on them.

The Ednext poll is worded more stringently, forcing those surveyed to embrace the use of tests as a basis for paying teachers: «Do you favor or oppose basing a teacher's salary, in part, on his or her students» progress academic progress on state tests?»

Maintaining and sustaining a dialogue on the importance of education with parents is also critical to the success of your classroom, as well as a key to student progress and academic success.

Parents are encouraged to call teachers in order to receive feedback on their child's academic progress as well.

L.A. Unified now joins Chicago, New York and many other cities in using testing data as one measure of a teacher's effect on student academic progress.

An effective principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning improvement agenda that focuses on goals for student progress.7 One middle school teacher described what adopting the vision meant for her.

Furthermore, he worked with staff to compile, study and analyze data on at - risks students as a means to monitor their academic progress and, ultimately, help them feel more «connected» to the school.

In the latest release of data, we have a sense of how much progress students show on state assessments from one year to the next (as it's been two years since the last time we had growth data, here's a quick reminder on how it is calculated: a student's performance on the test is compared to her «academic peers» — other students who had the same test score she had the previous year, resulting in the individual's student growth percentile.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

CEC's diagnostic process often uncovers unexpected needs in a district or school, such as underlying issues around communication and trust between labor and management that can sabotage progress on concrete academic goals.

U.S. Secretary of Education Arne Duncan today recognized 337 schools as National Blue Ribbon Schools for 2014 based on their overall academic excellence or their progress in closing achievement gaps among student subgroups.

«While we await direction from ED (Department of Education) on new requirements for federal accountability, California will continue to use the API as the key indicator in determining whether the school or LEA (district) has made adequate academic progress.»

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

The model recommends that 40 percent of a superintendent's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

The model calls for 40 percent of teachers» evaluations to be based on student academic progress, as determined by multiple measures of learning and achievement.

Developing automaticity for math facts early in the academic career of NSCS students allows for greater ease of applications as students progress through the math curricula and focus on advanced concepts and applications such as place value, time, money, story problems and complex problem - solving.

Indeed, in a 2011 report, the Government Accountability Office noted, «There are no national public data on military dependent students» academic progress, attendance, or long - term outcomes, such as college attendance or workplace readiness.»

U.S. Secretary of Education Arne Duncan today announced 286 schools as the 2013 cohort of National Blue Ribbon Schools, based on their overall academic excellence or their progress in improving student academic achievement.

During coaching sessions, students connect with teachers, review academic progress, and work on learning practices such as goal - setting, study habit, and reflection, for the purpose of elevating students» awareness of the learning process and who they are as learners.

Dr. Eckert recently served as a Co-PI on an Institute of Education Sciences grant from the U.S. Department of Education to develop academic progress monitoring materials that can be used in elementary school settings.

U.S. Secretary of Education Arne Duncan today recognized 269 schools as 2012 National Blue Ribbon Schools based on their overall academic excellence, or for making progress in improving student academic achievement levels.

A State may, however, include other statewide achievement - related measures, such as results on statewide science assessments or student growth for elementary and middle schools, as an Academic Progress or School Quality or Student Success indicator.

The new formula aims to focus on more than standardized test scores, with 60 percent of student progress measured by academics and 40 percent measured by «social - emotional and culture - climate» factors, such as suspension and expulsion rates and student and parent surveys.

Each time a taunt based on a child's exceptionality (such as «nerd» or «dweeb») is permitted in the classroom or on the playground, each time a highly gifted child is deliberately held back academically, each time a school policy prohibits academic acceleration or continuous progress, we need to ask, «What messages are we giving all children about developing talents, about the value of academic achievement, and about intellectual diversity?»

«This grant competition is the next step as part of that plan, and will help states and districts improve tests to allow for better depiction of student and school progress so that parents, teachers and communities have the vital information they need on academic achievement.»

During the 2014 - 2015 school year, the average student who attended a CICS elementary campus was achieving at or above the national average as measured by the NWEA Measure of Academic Progress (MAP) on both growth and attainment measures.

Research shows that developmental education may discourage students or «divert» their academic progress, as students spend considerable time and money on developmental courses, but these credits do not count toward a college degree or transfer.

Mentors coach scholars and families on developing a personalized learning plan, for both academic and non-academic progress, and serve as the main point of contact with the family regarding scholar successes and concerns.

As the academic year progressed, Ryan began creating some of her own Checkpoint questions to add to her Playlists on PowerMyLearning Connect.

Louisiana's draft state plan proposes to tweak the state's measures of school success by relying less on test scores and more on student's academic progress as well as considering non-academic performance indicators.

Our elementary scholars are demonstrating strong academic results as well, growing faster than their peers as demonstrated on the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP), a nationally normed growth assacademic results as well, growing faster than their peers as demonstrated on the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP), a nationally normed growth assAcademic Progress (NWEA MAP), a nationally normed growth assessment.

That being said, DoDEA students have a strong record of academic performance, particularly on standardized tests such as college entrance exams and the National Assessment of Educational Progress.

In a 2011 report, the Government Accountability Office noted, «There are no national public data on military dependent students» academic progress, attendance, or long - term outcomes, such as college attendance or workplace readiness.»