How should an ELL's performance be
assessed by a classroom teacher or a group of classroom teachers?
Not exact matches
In
classrooms across the United States,
teachers, students, and society are being bombarded
by what Harvard Graduate School of Education Senior Lecturer Katherine Merseth calls, «math wars» — an ongoing battle over how to teach and
assess mathematics.
More specifically, the researchers 1) examine possible differences
by classroom, school, and literacy models; 2) explore the relationship between observable features of the
classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of
teacher understanding of the chosen literacy model and of early literacy development; and 4)
assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.
As reported
by Tes, only a third of
classroom teachers feel «very confident» when it comes to
assessing the work of pupils.
(The other two TES domains
assess teachers» planning and professional contributions outside of the
classroom; scores in these areas are based on lesson plans and other documents included in a portfolio reviewed
by evaluators.)
The cry is for good
teachers to be rewarded and bad
teachers to be tossed out of
classrooms, based on student achievement
assessed by scores on standardized tests.
Check Your Mood at the Door helps
teachers identify issues that might affect student learning
by inviting students to
assess and describe their moods as they enter the
classroom each day.
Check Your Mood at the Door helps
teachers identify issues that might affect student learning
by inviting students to
assess and describe their moods as they enter the
classroom...
Whenever I volunteered in my children's elementary
classrooms, I was struck
by how frequently the
teachers created time to individualize instruction, offering support, reviewing concepts, practicing skills, and
assessing understanding.
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
By late morning, at last, Boran gets to the place where the Chicago Public Schools administration wants her spending the majority of her time: a
classroom, to observe and
assess the
teacher's performance.
The federal lawsuit, which is also backed
by the National Education Association and the Florida Education Association, says that some
teachers» rights are being violated because they are being
assessed based on students that sometimes aren't even in their
classroom — a byproduct, critics say, of the law's requirement that test scores account for a part of educators» pay even if there are no state exams in that grade or subject area.
With the ELA standards» inclusion of literacy development across subject areas, ample opportunities for interdisciplinary and interest - driven learning are possible but require careful instructional design so that gifted students are afforded learning geared to their continued development as
assessed regularly
by the
classroom teacher.
By providing
teachers with a model for tracking and
assessing their knowledge, skills, and daily lesson preparation within a framework that incorporates technological instruction, we hope to raise awareness about how these domains impact
classroom instruction on a daily basis, as well as promote increased awareness of developing
teachers» responsibility to provide authentic and content - specific technology instruction.
The operative word here is «representative,» as the
teacher candidates are not
assessed by observing their work in an actual
classroom, with real live children... «Because a
teacher's interaction with students is an integral part of certain high - leverage teaching practices, ETS and TeachingWorks are designing and prototyping virtual
classrooms with interactive avatar students.
•
Assess the daycare curriculum to determine lesson planning needs and provide assistance to lead
teacher in developing lessons • Provide support in implementing lessons
by ensuring that constant logistical sustenance is available to the lead
teacher • Monitor students to ensure that they are at their best behavior and ensure that
classroom environment is safe an conducive to their learning needs • Assist students in understanding concepts taught in school to ensure that they meet their educational, social and cognitive goals • Create and develop learning aids to assist
teachers in introducing new concepts • Observe students to ensure that they are kept comfortable and inform lead
teacher of any signs of discomfort and / or distress • Assist students in washing, toileting and eating and change diapers for very young enrolled student • Report any suspected physical or emotional abuse on the students
by keeping an active watch on symptoms and / or signs • Create and maintain students» records such as timesheets and attendance in a confidential manner
JAMES SCHOOL, Shamrock, NJ 6/2011 to 6/2012 Special Needs Assistant • Assisted the
teacher in creating and implementing effective lesson plans for each child • Provided support in building a sympathetic environment in the
classroom • Helped the
teacher apply safety measures to ensure the physical wellbeing of each student • Created individual student records and managed documentation on each student • Helped the
teacher supervise the students during recess and outdoor activities • Assisted the
teacher in
assessing and evaluation each child
by providing them with observational feedback
The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and
teachers to determine types of behavior issues certain students are facing •
Assess each child for behavior issues
by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct
classroom observations to determine behavior intervention plans • Hold meetings with
teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation