Sentences with phrase «as teachers and other staff»

This becomes significant as teachers and other staff sign yearlong employment contracts, meaning that the charter school is on the hook for these costs whether pupils stay or leave.

Not exact matches

After only two days as a kindergartener, I noticed how friendly she's managed to become with all of her teachers and other school staff, greeting everyone by name in the morning with a big shining smile.

The assessment and planning steps should involve teachers, child nutrition staff, other school staff as appropriate, parents, students, and the community as a part of the required wellness policy.»

As individuals, we are a group of parents, teachers and helping professionals who have experienced the transforming power of insight and organized ourselves into faculty, staff, facilitators and volunteers to help pass on this insight to others involved with children.

As many teachers and other experts do, he stresses the need for parents to stay in touch with teachers and school staff.

Both sides had hailed the original agreement as a victory, which would help to «bring millions of dollars in federal funding to these struggling schools and recruit top quality teachers to help students succeed and mentor other staff,» in Walcott's words.

They highlighted the remarkable achievements of the governor that have impacted positively on their lives such as «prompt payment of monthly salaries / pensions, other allowances to state public and civil servants; absorption of 54 % of total cost of 100 housing units at Elim Estate allocated to workers; payment of outstanding arrears of salaries / pensions / allowances to Local Government Staff, through prudent utilization of 100 % of LG share of the Paris Club Refunds; promotion of teachers and recruitment of over 4000 school teachers as well as elongation of terminal grade of qualified primary school teachers to level 16».

A survey conducted by the charity found that teachers and other school staff see the limited capacity of existing Child and Adolescent Mental Health Services as a major barrier to getting children the support they need.

In response, a number of reform efforts are focusing on creating small schools or schools within schools where students are known and valued as individuals by other students as well as by teachers and staff.

As part of a move toward site - based management, some schools in the Los Angeles Unified School District have tried to involve parents and teachers in hiring principals and other staff members.

After JSIS teachers discussed the book as a staff, they were better prepared to plan units that emphasize principles such as teaching students to recognize and express their own perspectives, examine the perspectives of others, and act in ethical and creative ways to improve the world.

This staff development can take many forms: attending conferences, reading professional articles and discussing them with colleagues, observing each other, participating in teachers - as - readers groups, and engaging in action research.

Current users of the book have said: «this is groundbreaking stuff... so simple and so powerful...», «I feel stronger because I know what to ask about the evidence... any evidence», «my primary colleagues love this book... now we bounce off each other and have become a great school», «Dr Slater is a real living teacher and I think a modern day maverick... as soon as I hear words like «the evidence says...» I use what I got from this book...» «I want the best from my students, my staff and myself and....

Other key findings include: - Squeezed budgets mean many schools have been forced to shed staff, with further reductions to staff spending expected over the next two years - Teacher shortages seem to be getting worse - Schools that opt for academy status are not embracing the freedoms it brings in terms of curriculum, and teachers» pay and conditions - Secondary governors are using 11 - 16 funding to subsidise their sixth forms, as cuts in post-16 budgets bite

As applied, this means that if teachers or other staff members leave classrooms or other locations where they are supervising students unattended, even for brief periods, then they and governing boards face potential liability for reasonably foreseeable harms such as fights and injuries from thrown objectAs applied, this means that if teachers or other staff members leave classrooms or other locations where they are supervising students unattended, even for brief periods, then they and governing boards face potential liability for reasonably foreseeable harms such as fights and injuries from thrown objectas fights and injuries from thrown objects.

the number and types of offenders, identified as student, teacher, school safety officer, other school staff, student intruder, visitor, unknown or other;

the number and nature of the victims, identified as a student, teacher, school safety officer, other school staff or other and the victim's age and grade where the victim is a student.

(6) Implement procedures for teachers, home visitors, and family support staff to share information with each other, as appropriate, to ensure coordinated family engagement strategies with children and families in the classroom, home, and community.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

The problem, say some early - childhood educators, is that districts often have higher standards than other providers in such areas as teacher qualifications and staff - to - child ratios, and therefore have higher costs.

(ii) Increase the number and percentage of effective teachers (as defined in this notice) teaching hard - to - staff subjects and specialty areas including mathematics, science, and special education; teaching in language instruction educational programs (as defined under Title III of the ESEA); and teaching in other areas as identified by the State or LEA.

Goals around increasing the numbers of teachers in mathematics, science, special education and other hard - to - staff subjects were dismissed as weak because they included no steps for achieving them or benchmarks by which progress could be measured.

Meaningful Student Involvement encourages, fosters and sustains learning among adults — including teachers, principals, counselors and other education staff — as much as students themselves.

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.

It is good to see that so many folks posting here have done such extensive research and have interviewed each and every single principal, teacher and staff member fired or forced out by Chancellor Rhee and have determined that each and every single one of them was truly incompetent, as are every other single union member in America, and every single veteran teacher of every single low - performing, low - income student.

As a student, you are asked to respect the rights of all members of the school family — teachers, administrators, parents, support staff and other students.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

TeacherDirect includes information about new instructional resources created by VDOE staff as well professional development and grant opportunities, and other information of special interest to teachers and their students.

Most of these teachers reported that they were applying their gained knowledge and skills by regularly using technology «to improve their efficiency and productivity, especially for tasks such as maintaining attendance, grades, data on students; creating instructional materials; and communicating with staff members and other colleagues» (Maryland State Department of Education, 2002, p. 2).

Additionally, such experiences help the teacher candidates realize that «schools, as professional communities, are made up of numerous persons in various roles: students, parents, administrators, professional and non-professional support staff and other teachers in the schools as well as members of the professional community at large» (p. 659).

Some 150 of Park City's teachers and other staff filed into the tiny Park City School Board meeting room last night to show their solidarity as the teacher contract negotiations with the school board continue.

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

However, when educational leadership is viewed as collective, co-active relationships, administrators, teachers, parents, other district / school staff, and community stakeholders also populate that center stage.

These may include training for teachers, additional accommodations, increased special education services, direct staff support (such as a one - on - one paraprofessional or other direct adult support or su - pervision), support from a behavior specialist, counseling or any other appropriate supports and services and that enable the child to make educational progress in his or her least restrictive environment.

According to teachers and union staff, the program does not have basic functions that are routinely found in other computer programs, such as an «auto save» feature.

Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the Rural School and Community Trust, who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification

The guidance states that the teachers must «identify signs of potential mental health issues» as well as special educational needs, and must ensure other staff understand the way emotional issues can continue affecting pupils.

As a result, many principals have begun to empower teachers and other staff members to lead within their schools.

The goal of TeacherDirect is to provide a way to share new instructional resources created by VDOE staff as well as make teachers aware of professional development and grant opportunities, and other information of special interest to teachers and their students.

That's because no district in the country can afford to staff its schools in the same way as The Equity Project School, and because there will be plenty of room to argue that factors other than teacher pay have caused its success.

Some unions, such as the National Union of Teachers (NUT) and National Association of Schoolmasters Union of Women Teachers (NASUWT), recruit very largely amongst teaching staff (an increasingly difficult group to define as the government de-regulates the need for professional qualifications), while others, such as the Association of Teachers and Lecturers, also seek to organise support staff.

The student services coordinator will coordinate staff professional development in the areas of special education, 504s, at - risk RTI support, ENL and other related services, as well as, support the SETSS teachers, ENL teachers, Integrated Co-teachers, and other instructional staff.

Golden Got Awards Highlight the Nonprofit Organization's Core Values and Focus on Student Success LOS ANGELES — As it continues to celebrate its 15th anniversary, Green Dot Public Schools will pause this Saturday to honor the teachers, administrators, counselors, and other staff members who best exemplify the core values that drive its work at its...

«The first half of his tenure was marked by a series of reforms: closing more than one dozen failing schools and programs and creating several others that have thrived; decentralizing the system by cutting the headquarters staff by more than half; giving principals power over budget decisions; creating choice for city families, and competition among middle and high schools; and signing a landmark pay - for - performance teachers» union contract that was hailed as a model in the nation.

This program culminates in a district wide Learning Showcase in which teachers — as well as principals, assistant principals, and other school staff who also engaged in inquiry — present their projects.

This is an innovative partnership that has yielded several opportunities for students, teachers, and support staff to engage in instructional activities designed to improve students» skills in marketing, entrepreneurship, as well as reading, writing, mathematics, science and other disciplines.

LITTLE ROCK, Ark. — A state board voted Wednesday to allow 13 school districts in Arkansas to continue using teachers, administrators and other staff as armed guards, despite a warning from the state's top attorney that the licensing law they relied upon was intended for private businesses.

LOS ANGELES — As it continues to celebrate its 15th anniversary, Green Dot Public Schools will pause this Saturday to honor the teachers, administrators, counselors, and other staff members who best exemplify the core values that drive its work at its third annual Golden Dot Awards ceremony.

The Training Consultant serves Families In Schools by providing exceptional training support and customer service to our clients who include school and district based teachers, parent liaisons and administrators, as well as other school and community based organizational (CBO) staff.

Due to the effectiveness of this experience, we encourage other learning systems to expand shared leadership and develop collective efficacy by allowing all stakeholders (support staff, teachers, principals, and central office staff and administrators) to have structures in place that ensure a safe space for vulnerability to learn together as a team.